Effects of Personal Goal Setting Contracts on Academic Achievement in Elementary Education PDF Download
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Author: Gail Schild
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 57
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Author: Gail Schild
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 57
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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: 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: Leslie Roche Roulier
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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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: Donn C. Ritchie
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
During the past quarter century, over 1000 articles have documented changes in student behaviors related to participation in mastery learning programs. Although the results have been generally positive, a debate continues as to the cause for increased student performance: Are results due to changes in how students attend to the information, or simply due to increased study time as a result of remediation? In this study, a videodisc-based program in fractions was used with fifth-grade students. The videodisc-based instruction was chosen to help minimize differences in instructional materials, instructional time, and instructional delivery. A pretest-posttest, control-group design was used to compare academic achievement, locus of control, and goal setting scores of two groups (N=154). Both groups received instruction in fractions via the teacher-directed, videodisc-based Mastering Fractions program. Treatment 1 students (N=80) were knowledgeable that they were participating in a mastery-learning program and would be held accountable for their progress and remediation. Treatment 2 students (N=74) were not aware that their teacher was using mastery learning principles to determine progression and remediation. A control group (N=32) received their normal grade five mathematics program. Comparisons between Treatment 1 and Treatment 2 student scores, after adjustments for pretest results using analysis of covariance, revealed standardized mean difference effect sizes of +0.03 for achievement, +0.32 for locus-of-control, and +0.46 for goal setting mean scores favoring Treatment 1. A discrepancy in implementation of the videodisc program in two classes may have skewed results. When data from these two classes were omitted, the analyses showed adjusted standardized mean difference effect sizes of +0.63 for achievement, +0.75 for locus-of-control, and +0.55 for goal setting mean scores favoring Treatment 1. A two-way analysis of covariance with treatment groups and achievement levels was also conducted. Subsequent standardized mean difference effect sizes using adjusted mean scores were greatest for students from the lowest achievement level (+0.64 for internal locus-of-control and +0.55 for goal setting mean scores). When data from the two discrepant classes were omitted, the adjusted standardized mean difference effect sizes were found to be + 1.24 for internal locus-of-control and + 1.06 for goal setting mean scores favoring students from the lowest achievement level. Implications of these results for mastery learning programs in public schools are discussed.
Author: Carol Midgley
Publisher: Routledge
ISBN: 1135646740
Category : Education
Languages : en
Pages : 354
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Book Description
Achievement goal theory has emerged as one of the preeminent approaches to motivation. Goals, Goal Structures, and Patterns of Adaptive Learning presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider. Written by scholars who are well-known in the field, this book: *provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today; *presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally; *includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools; *describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and *points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.
Author: Callie Mae Wissmann
Publisher:
ISBN:
Category : Aerobic Exercise
Languages : en
Pages : 190
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Book Description
Student engagement is a popular topic in education because of its major implications on student learning. The problem is that student engagement typically declines as age increases in adolescents. Motivation is the driving force behind human action and affects engagement levels. Goal-setting as a means of motivation could be a way to thwart engagement declination. This study examines the effects of goal-setting on mile run times in middle school physical education classes. The Self-Efficacy Theory and Goal-Setting theory provide foundations to the study. These theories assert that self-belief influences individuals’ decisions to attempt a task, and challenging goals can motivate them to action. Mile run time data was collected from 78 students who attend a middle school located in Yolo County. Students ran the mile once and their times were recorded. Students ran the mile a second time after being instructed by their teacher to set a personal goal for their mile time. Descriptive statistics and inferential statistics were used to analyze the data. Findings of the study indicate that goal-setting actually had negative impacts on mile times, with a mean mile time being slower after goal-setting than before goal-setting. However, weather likely impacted the post mile times. Existing literature provides evidence that goal-setting can positively impact students. The findings warrant further exploration of the topic. Given the evidence provided in the literature related to goal-setting, practice and policy recommendations should be considered. Practice implications include professional development goal-setting implementation training and incorporating goal-setting into athletics in schools. Policy implications would be incorporating goal-setting into curriculum at the governmental level and implementing motivational strategies and incentives into physical education classes.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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