Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress information. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure students' writing mastery goal and self-efficacy beliefs. Results showed that progress feedback did not affect students' writing mastery goal and performance but did affect students' self-efficacy beliefs. The effect depended on the number of progress comments.