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Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept
ARTICLE

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Learning and Instruction Volume 32, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigates the effects of learning progress assessment (LPA) combined with student-set goals on students’ reading achievement, reading motivation, and reading self-concept in fourth grade. Classes (

Citation

Förster, N. & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept. Learning and Instruction, 32(1), 91-100. Elsevier Ltd. Retrieved February 26, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.02.002

Keywords