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

Autor/inn/en	Förster, Natalie; Souvignier, Elmar
Titel	Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept. Gefälligkeitsübersetzung: Lernfortschrittmessung und Zielsetzung: Effekte auf Leseleistung, Lesemotivation und Lese-Selbstkonzept.
Quelle	In: Learning and instruction, (2014) 32, S. 91-100Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.02.002
Schlagwörter	Selbstkonzept; Leistungsmotivation; Lernmotivation; Motivation; Lehren; Leseleistung; Lesen; Zielsetzung
Abstract	Assessed the the efficacy of learning progress assessment (LPA) and student-set goals on reading achievement, motivation, and self-concept in 4th grade students. Of interest were (1) whether information about the growth rate of reading achievement is critical to support effective learning rather than just information about achievement, (2) whether goal setting combined with LPA stimulates reading achievement, and (3) whether LPA combined with goal setting affects motivational variables. A total of 41 classes were divided into three groups: an LPA group only (LPA; 15 classes), an LPA group with goal setting (LPA-G; 13 classes), and a control group (CG; 13 classes). All students completed the Salzburger Reading-Screening (SLS) pre- and poststudy; in addition, the Hamburger Reading Test (HAMLET 3-4) was administered to assess reading achievement, the Habitual Motivation Questionnaire assessed intrinsic and extrinsic reading motivation, and the Skalen zur Erfassung des schulischen Selbstkonzept (SESSKO) assessed reading self-concept. Moreover, eight Internet-based LPA exams were administered to the LPA groups over a period of six weeks, and progress reports were provided to teachers. Findings showed that giving teachers student progress reports resulted in significantly higher gains in reading achievement. Contrary to expectations, reading achievement in the LPA-G was average, not exceeding that of the CG. Development of intrinsic reading motivation and individual reading self-concept were negatively affected by the goal-setting procedure. In conclusion, giving teachers information on student learning progress positively affected group reading achievement. The authors suggest that students who are expected to be actively involved in their reading achievement must be provided with sufficient support to properly evaluate their progress and maintain their reading motivation and reading self-concept. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3