Examining the Role of Goal Setting and Self-Monitoring on Sixth Grade Students’ Motivational Beliefs and Performance

Abstract

The purpose of this mixed-method study was to examine the effects of goal setting and self-monitoring on 70 sixth-graders’ motivation and performance solving puzzles. Students were randomly assigned to one of four experimental conditions or the control group and completed scales measuring self-efficacy, self-reactions, task interest, attributions, and goal orientation; follow-up interviews explored students’ use of selfregulation strategies. It was hypothesized that experimental groups would outperform the control group on all measures. Results showed: significant changes in puzzle performance, self-reactions and self-efficacy due to goal setting; significant increases in task interest for self-monitoring; and a significant interaction between goal setting and self-monitoring for self-reactions. Positive correlations were found between types of attributions made and puzzle performance, self-reactions and self-efficacy. Qualitative analysis found trends related to the self-regulation process. Educational implications of the findings and avenues for future research are considered.