Author: Judith Ann Bryant
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 270

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 492

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Author: Lisa J. Reid
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 58

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The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

Author: Jill Delamater Mosley
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 152

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 800

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Author: Danielle C. Daughetee
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 116

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The purpose of this study was to determine if the implementation of self-monitoring individual academic goals would increase the academic achievement of sixth grade students.This study took place in a sixth grade special education classroom at McKinley Middle School. During the treatment period subjects were given time to independently document their grades. graph the rate of assignment completion, and write a reflection on their progress. Follow-up sessions were held with whole class discussion on strategies used to help them make progress toward their individual goals. Subjects pre-treatment academic achievement (grades and assignment completion) were used as baseline data. Assessment of the post treatment academic achievement was based upon his/her grades and assignment completion. Data on pre and post treatment academic achievement were compiled. triangulated and analyzed. Post treatment academic achievement was also compared to the post treatment academic achievement was also compared to the post treatment academic achievement of a comparison class who had not received the treatment. Subjects from the treatment class was given a teacher made survey to determined motivation level and attitude towards academic achievement. This survey was given three times during the nine-week study. Teacher anecdotal notes were kept by me on six subjects chosen to be closely observed throughout the study. Results from this study indicated there was an increase in academic achievement when self monitoring of individual academic goals was implemented. Further research is needed to determine if the conclusions of this study would be applicable to a generalized population.

Author: Mary Jane Francisco Sale
Publisher:
ISBN:
Category :
Languages : en
Pages : 310

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032

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Author: Jerome Arthur Johnson
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 178

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Author: Martin Jerome Haanstad
Publisher:
ISBN:
Category : Awareness
Languages : en
Pages : 266

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