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

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dc.contributor.advisorShaklee, Beverly D.
dc.contributor.advisorKitsantas, Anastasia
dc.contributor.authorKing, Shannon R
dc.creatorKing, Shannon R
dc.date2011-01-12
dc.date.accessioned2011-05-25T13:54:57Z
dc.date.availableNO_RESTRICTION
dc.date.available2011-05-25T13:54:57Z
dc.date.issued2011-05-25
dc.description.abstractThe 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.
dc.identifier.urihttps://hdl.handle.net/1920/6340
dc.language.isoen
dc.subjectEducation
dc.subjectMotivation
dc.subjectEducational Psychology
dc.subjectElementary
dc.subjectSelf-Efficacy
dc.subjectGoal Setting
dc.titleExamining the Role of Goal Setting and Self-Monitoring on Sixth Grade Students’ Motivational Beliefs and Performance
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral
thesis.degree.namePhD in Education

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