Effect of Goal-setting on Motivation and Academic Achievement in Reading and Mathematics for RTI-identified Tier II Students PDF Download
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Author: Rebecca C. Menke
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 77
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Book Description
This study documents the effects of goal setting on motivation and academic achievement for struggling students in the RTI-Identified Tier II group for reading and mathematics. Previous research indicates that having a goal increases motivation (Murayama and Elliot, 2009), and having higher motivation leads to higher academic achievement (Cavas, 2011). An action research project was designed to use personal mastery goals to increase student motivation and academic gains. Students participating in academic interventions set mastery goals and monitored their progress during a 10- week study. Throughout the study, student motivation was measured using surveys and at the end of the study, student achievement was measured using a universal screener assessment. Results from the study were inconclusive and further research is needed in this area.
Author: Rebecca C. Menke
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 77
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Book Description
This study documents the effects of goal setting on motivation and academic achievement for struggling students in the RTI-Identified Tier II group for reading and mathematics. Previous research indicates that having a goal increases motivation (Murayama and Elliot, 2009), and having higher motivation leads to higher academic achievement (Cavas, 2011). An action research project was designed to use personal mastery goals to increase student motivation and academic gains. Students participating in academic interventions set mastery goals and monitored their progress during a 10- week study. Throughout the study, student motivation was measured using surveys and at the end of the study, student achievement was measured using a universal screener assessment. Results from the study were inconclusive and further research is needed in this area.
Author: Sandra K. Hastie
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 308
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Book Description
Goal setting has been identified in recent research as being an indicator of academic achievement, self-efficacy, and motivation, yet there is still much debate as to what the key factors are that lead to successful student goal setting within an academic environment. Thus, the major purpose of the studies in this thesis concern two interrelated issues of goal setting research, namely the importance that primary students place on goal setting in academic settings, and the role of teachers and their teaching of goal-setting strategies within primary school classrooms in New Zealand. This thesis is comprised of three studies. The first study investigated the extent to which students set goals for themselves. An additional focus was to determine who students identified as being their main sources of encouragement for setting goals and who they shared goals with. The second study focused on the impact of teaching students specific learning goals relating to mathematics, which were mastery in orientation. The aim was to determine whether having students construct their own mastery learning goals, with the support of their classroom teachers, improved academic achievement when compared with a control group. The final study sought to examine the significance of attention, motivation, and goal setting strategies in relation to goal setting behaviour. It was found that students recognised that goal setting was beneficial to them in the classroom, and that they set multiple goals in their learning. Further, the majority of the goals that students did set on their own were typically performance rather than mastery in orientation. When taught specifically how to set mastery oriented goals, students showed an overall increase in their mathematics achievement. Finally, it was found that student motivation, attention, and goal setting strategies were crucial factors in determining the degree to which goal setting behaviour occurred.
Author: Jeffrey A. Rosen
Publisher: RTI Press
ISBN: 1934831026
Category : Education
Languages : en
Pages : 216
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Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Leslie Grant
Publisher: Routledge
ISBN: 1317926234
Category : Education
Languages : en
Pages : 110
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Book Description
The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement.
Author: Tom Hierck
Publisher: Corwin Press
ISBN: 148330745X
Category : Education
Languages : en
Pages : 209
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Book Description
RTI is more than just a buzzword—it’s a success story! RTI isn’t just about interventions—it’s about assessing how all students respond to instruction. Here, you’ll learn to translate RTI from research to practice and build a realistic plan of action for your school. Concrete recommendations and resources include: Interventions linked to the Common Core, with emphasis on college and career readiness Practical strategies for screening, progress monitoring, and diagnostics Sample approaches to specific interventions across the curriculum
Author: Leslie Roche Roulier
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Book Description
Author: Evelyn S. Johnson
Publisher: Corwin Press
ISBN: 1412970997
Category : Education
Languages : en
Pages : 337
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Book Description
Practical solutions for implementing RTI and improving student outcomes in Grades 6–12! This comprehensive book provides the specific guidance secondary administrators need to successfully implement Response to Intervention (RTI) and help their struggling adolescent learners. Using the latest research, the authors identify the current best practices for key components of RTI and demonstrate how teams can work together to implement an assessment- and data-driven decision-making process. The book provides: Guidance on building leadership capacity for RTI implementation Case studies illustrating middle and high school RTI models Instructional strategies for tiers one, two, and three Forms, checklists, and Web and print resources
Author: Paul E. Barton
Publisher: DIANE Publishing
ISBN: 1428965327
Category : Academic achievement
Languages : en
Pages : 58
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Book Description
Author: S. Fran Freeberg
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 80
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Book Description
Author: Tran Dang Keys
Publisher:
ISBN: 9781267844743
Category :
Languages : en
Pages : 110
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Book Description
Motivation is a fundamental educational challenge for adolescents in the United States, and particularly for immigrant youth. The motivation to achieve, especially in mathematics, declines during adolescence. Most of what is known about motivation is based on studies of predominately middle-class White students; yet the influx of immigrants over the past forty years, particularly from Latin America and Asia, speaks to the increasing importance of achievement among immigrant youth in the U.S. school system and society at large, underscoring the need to understand the motivation to achieve among immigrant youth and its relation to academic achievement. This dissertation examines the association between motivation (i.e., personal goal orientations of mastery, performance-approach, and performance-avoidance) and mathematics achievement among approximately 2,000 7th and 8th grade students, predominantly of Mexican and Vietnamese heritage, from one low-income urban school district in California. A lagged dependent variable regression model with classroom fixed effects is used to minimize biases arising from non-random assignment of teachers and students to schools and classrooms. Study 1 examines the association between students' goal orientations and achievement, as measured by a state standardized assessment. Although all three goal orientations correlate with mathematics achievement, only a mastery goal orientation consistently predicts achievement after controlling for a full set of prior achievement and demographic controls. Study 2 adds nuance to the relationship between goal orientations and achievement with a focus on ethnicity and gender. First, I examine the predictors of the three goal orientations with a focus on mastery motivation. Ethnicity is not associated with mastery motivation--Vietnamese students do not have a motivation advantage over Hispanic students. Gender is associated with mastery motivation, with males less likely than females to be mastery oriented. Additionally, males--particularly Hispanic males--are more performance-avoidant than Hispanic females. Second, the differential effects of goal orientations for students with varying socio-demographic characteristics suggest that the relationship between goal orientations and mathematics achievement are not the same for all students. There is a positive association between mastery goal orientation and achievement for Vietnamese students but not Hispanic students; however, no differential effects are found with performance goals.
