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 self-regulation 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.
|Advisor:||Shaklee, Beverly, Kitsantas, Anastasia|
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 72/05, Dissertation Abstracts International|
|Subjects:||Multicultural Education, Educational psychology|
|Keywords:||Goal setting, Motivational beliefs, Self-monitoring, Sixth-grade|
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