The effects of goal-setting and self-evaluation on the self-efficacy and attitude of middle school class piano students PDF Download
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Author: Charley H. Atha III
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ISBN:
Category :
Languages : en
Pages : 0
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Author: Charley H. Atha III
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Charley H. Atha
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Category :
Languages : en
Pages : 0
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Author: Callie Mae Wissmann
Publisher:
ISBN:
Category : Aerobic Exercise
Languages : en
Pages : 190
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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: Chace Burton Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 620
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Author: Angela Mantie
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ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 0
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Concert band classes have been part of the schooling landscape in Canada and the United States since the early 1900's. Nevertheless, the context in which concert band classes have been offered recently has undergone a dramatic change. Typically, concert band classes have been offered as an elective course in schools, but more recently, concert band classes in some school settings have been required, especially at the beginning level. Because of the required band class context, it can no longer be assumed students in such band classes have the same music making goals exhibited by earlier generations of students. Persistence, resilience, engagement and musical self-efficacy have been affected when choice was no longer afforded. This study was conducted to examine how goal setting strategies influenced student persistence, resilience, engagement, and musical self-efficacy within a required beginning concert band class. Framed by Bandura's Self-Efficacy Theory, Bronfenbrenner's Ecological Systems Theory, and Tinto's research on persistence, a goal setting intervention was devised and offered to students taking a required grade 6 beginning band classes at an independent school in Ontario. Using a concurrent mixed method framework, quantitative and qualitative data were collected. Results from the quantitative data indicated no changes in the outcome measures. By comparison, qualitative data indicated persistence, resilience, engagement, and musical self-efficacy were influenced when using the goal setting tools. From students' perspectives, musical self-efficacy and personal self-efficacy were realized through grade attainment, music notation fluency, rhythmic accuracy goals established on students' weekly goal charts, and goal setting mind maps. Persistence and resilience were influenced as students overcame physical challenges through scaffolding their practice efforts by creating individualized practice regimens. Engagement was influenced through the goal setting intervention as students set goals such as performing for others--be it peers, family, or their teachers. In terms of future research and practice, cycles of action research would include expanding the goal setting intervention to include creating differentiated music making experiences alongside the traditional concert band genre, based upon principles drawn from a community music making contexts--specifically those involving collaborative music making like those experienced in Samba band ensembles. Recommendations for such experiences were shared.
Author: Jodi Smith
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 45
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This study observed the effects of goal-setting and self-evaluation on student motivation in the classroom. The subjects in this study included the fourth hour, seventh grade science students at Lone Tree Community School. This study took place during the last eight weeks of the 2006-2007 school year. Action research, descriptive/survey, and qualitative/observation methods were used. Data to accurately measure student growth came from pre-and post student assessments, pre- and post teacher assessments, and anecdotal teacher observations, pre- and post teacher assessments, and anecdotal teacher observations. The results indicated that goal-setting and self-evaluation can have a positive impact on student motivation.
Author: Jan L. C. Moore
Publisher:
ISBN:
Category : Motivation in education
Languages : en
Pages : 60
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Book Description
This study observed the effects of goal-setting and self-evaluation on student motivation in the classroom. The subjects in this study included the fourth hour, seventh grade science students at Lone Tree Community School. This study took place during the last eight weeks of the 2006-2007 school year. Action research, descriptive/survey, and qualitative/observation methods were used. Data to accurately measure student growth came from pre-and post student assessments, pre- and post teacher assessments, and anecdotal teacher observations, pre- and post teacher assessments, and anecdotal teacher observations. The results indicated that goal-setting and self-evaluation can have a positive impact on student motivation.
Author: David Vollmar
Publisher:
ISBN:
Category : Attribution (Social psychology)
Languages : en
Pages : 182
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Author: Richard Scott Marliave
Publisher:
ISBN:
Category : Goal (Psychology)
Languages : en
Pages : 260
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Author: Kaseylyn Romero
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 216
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This action research, mixed methods, case study examined middle school student perceptions of the effectiveness of Club Aspire. Club Aspire is an after-school program created to support the lowest achieving seventh and eighth graders in an Arizona K-8 school. The framework of this study comes from the theory of self-regulation, social learning theory and co-regulation. The primary focus of Club Aspire is to teach low achieving middle school students, self-regulation skills and learning strategies through goal setting, self-regulation learning strategy lessons and co-regulation activities. The study took place over 13 weeks and included 11 participants and answered the following research questions. How do middle school Elevate students perceive the impact of Club Aspire on their self-regulation and themselves as a learner? How does Club Aspire affect middle school Elevate students’ academic success? What do middle school Elevate students perceive as the most influential elements of Club Aspire? Data collection tools consisted of interviews, class work, referral data, pre- and post-questionnaire and benchmark assessment data. The study revealed that students made gains in self-regulation learning strategy usage; however, their academic achievement was not influenced. Students identified goal setting, learning self-regulation strategies and co-regulation activities with their peer partner as the most beneficial elements of Club Aspire. The study also revealed that student self-efficacy was increased throughout the semester.
