Some strategies to reduce the gap a

Some strategies to reduce the gap are less productive. Studen goals and thus eliminate any gap, and this often leads to nonengage suit of further goals (Bandura, 1982; Mikulincer, 1988; Steinbe may choose to blur the goals, combining them with so many oth forming, they can pick and choose those goals they attained and Alternatively, students can change the standard by setting less accepting performance far below their capabilities as satisfactorThere are also multiple ways teachers can assist in reducing actual perform ance and desired goal attainm ent. These include priate challenging and specific goals. Specific goals are more eff eral or nonspecific ones, primarily because they focus student feedback can be m ore directed (Locke & Latham , 1984). The goa feedback are also m ore likely to include inform ation about the c in attaining them than more general goals.Teachers can also assist by clarifying goals, enhancing c increased effort to reaching them through feedback. Goals can a manageable by narrowing the range of reasonable hypotheses More generally, teachers can create a learning environment in develop self-regulation and error detection skills (Hattie, Biggs, How feedback contributes to these processes depends largely o feedback and the level to which it is directed. In the next sect framework to assist in identifying the circumstances likely to r productive outcomes.