THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY PDF Download
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Author: Tiffany Andrews
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :
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Book Description
Educational Psychology
Author: Tiffany Andrews
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :
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Book Description
Educational Psychology
Author: Myron H. Dembo
Publisher: Routledge
ISBN: 1135621764
Category : Education
Languages : en
Pages : 360
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Book Description
A motivation and learning strategies textbook that bridges research and practice! Motivation and Learning Strategies for College Success, Second Edition teaches college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer "recipes" for success or lists of "quick tips." Rather, the focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and performance) makes it easy for students to understand what they need to do to become more successful in the classroom. The text combines an overview of theory and research, to help learners understand what factors determine or influence successful learning and why they are asked to use different study and learning strategies in the text, with field-tested exercises, follow-up activities, and appendices that assist students in observing and changing their own behavior. A separate Instructor's Manual provides helpful information for teaching the material; includes additional exercises and experiences for students; provides both objective and essay test questions; and includes information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills and guidelines for helping students complete a self-management study of their own behavior.
Author: Myron H. Dembo
Publisher: Routledge
ISBN: 1136769862
Category : Education
Languages : en
Pages : 358
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Book Description
This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom.
Author: Tamara DeYoe
Publisher:
ISBN:
Category :
Languages : en
Pages : 63
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Book Description
This study investigates how teaching students to monitor their own progress on learning targets and set achievement goals impacts students' perceptions of success as well as how it affects student assessment scores within an English-Language Arts class. The following research questions guided the study: How does teaching students to set achievement goals and to self-monitor progress towards learning targets impact students' perception of their success in an English-Language Arts class? What happens to students' assessment scores when students set achievement goals and self-monitor progress towards learning targets in an English-Language Arts class? The researcher used a quantitative methods approach that included the use of pre- and post-study survey questions and pre- and post-unit assessments to measure the impact of using the metacognitive techniques of self-monitoring performance and setting achievement goals. The participants in this study consisted of 62 students enrolled in 8th grade English-Language Arts classes at a 6-8 middle school in a city located in the eastern part of the San Francisco Bay Area. The results indicate that involving students in monitoring their own progress on learning targets and setting goals does impact students' perceptions of success in an English-Language Arts class. It was also discovered that this was one factor in improving students' assessment scores. Future research that includes a variety of grade levels and subject areas, as well as a study that takes place within a longer period of time, are recommended.
Author: Helena Seli
Publisher: Routledge
ISBN: 1136702873
Category : Education
Languages : en
Pages : 370
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Book Description
This popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews ; Key Point; and a Glossary. New in the Fourth Edition: More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students’ use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual
Author: Jennifer L. Deily
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 146
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Book Description
ABSTRACT: This qualitative research study examines the effects of goal setting on the academic self-efficacy of ninth grade at-risk students. The study was completed in a large urban high school in eastern Pennsylvania with ninth grade students who were identified as being at-risk. Methods of data collection included teacher research, surveys, field notes and student work. The study suggests that goal setting was ineffective as a means for increasing perceived academic self-efficacy. The study also suggests that students' actual experiences, vicarious experiences, affective experiences and persuasions played roles in the students' lack of growth in terms of their perceived academic self-efficacy.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 928
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Book Description
Author: M. Niss
Publisher: Springer Science & Business Media
ISBN: 9401719748
Category : Education
Languages : en
Pages : 286
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Book Description
This book is one of the first to attempt a systematic in-depth analysis of assessment in mathematics education in most of its important aspects: it deals with assessment in mathematics education from historical, psychological, sociological, epistmological, ideological, and political perspectives. The book is based on work presented at an invited international ICMI seminar and includes chapters by a team of outstanding and prominent scholars in the field of mathematics education. Based on the observation of an increasing mismatch between the goals and accomplishments of mathematics education and prevalent assessment modes, the book assesses assessment in mathematics education and its effects. In so doing it pays particular attention to the need for and possibilities of assessing a much wider range of abilities than before, including understanding, problem solving and posing, modelling, and creativity. The book will be of particular interest to mathematics educators who are concerned with the role of assessment in mathematics education, especially as regards innovation, and to everybody working within the field of mathematics education and related areas: in R&D, curriculum planning, assessment institutions and agencies, teacher trainers, etc.
Author: Christa Sayers Wilhite
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
The purpose of this study was to evaluate the relationship between the motivational belief system components, self-efficacy, learning goal orientation, and hope, during the transition to a new learning management system, as well as the relationship between the motivational belief system and technology adoption. It addressed three research questions: (1a) Are the measures within the Faculty Beliefs Regarding Technology Adoption Scale distinct and reliable? (1b) Are domain specific measures of hope, self-efficacy, and learning goal orientation distinct and reliable? (2) What are the beliefs regarding technology adoption among faculty at community colleges across Mississippi? (3) What is the relationship among hope, self-efficacy, and learning goal orientation and beliefs regarding technology adoption? Participants were full-time and adjunct faculty members at community colleges across Mississippi (N = 288). Results indicated that all measures were reliable and distinct. Community college faculty members were positive in their beliefs regarding technology adoption including comfort with technology, technology use, and institutional support. Females and adjunct faculty members reported greater technology use; older faculty with more teaching experience reported less comfort with technology; and faculty with more online teaching experience reported less institutional support. All motivation measures were positively correlated to all beliefs regarding technology measures. However, a path model revealed that learning goal orientation and hope agency were the only measures that were significantly related to all beliefs regarding technology adoption. Hope pathways was only significantly related to comfort with technology, and self-efficacy was not significantly related to any of the beliefs regarding technology adoption. A discussion of the results and implications for practice follows the findings.
Author: Carole J. Pinou
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 208
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Book Description
