Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Tytuł pozycji:

Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics

Tytuł:
Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics
Autorzy:
Sides, Jacklyne D.
Cuevas, Joshua A.
Temat:
Goal Orientation
Grade 3
Grade 4
Mathematics Instruction
Self Efficacy
Mathematics Achievement
Comparative Analysis
Elementary School Students
Multiplication
Teaching Methods
Reflection
Graphs
Educational Benefits
Student Attitudes
Student Motivation
Rural Areas
Język:
English
Źródło:
International Journal of Instruction. Oct 2020 13(4):1-16.
Dostępność:
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: ; Web site: http://www.e-iji.net
Recenzowane naukowo:
Y
Page Count:
16
Data publikacji:
2020
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Early Childhood Education
Elementary Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
ISSN:
1694-609X
Abstractor:
As Provided
Data wpisu:
2020
Numer akcesji:
EJ1270832
Czasopismo naukowe
Goal setting is utilized by adults regularly to foster success. It has also been shown to benefit academic achievement. This 8-week study sought to determine the effects of goal setting on motivation, self-efficacy, and math achievement in elementary students. The quasi-experimental study included 70 students in 3rd and 4th grade math classes. Students in the experimental group were involved in setting an achievement goal for fluency of multiplication facts. The students monitored their progress through a weekly graphing and reflection activity. The results indicated that elementary students involved in setting goals showed an increase in their mathematical performance of multiplication facts. However, based on the results from this study, goal setting did not have an impact on motivation or self-efficacy. These results support the concept of goal setting theory in the academic setting, suggesting that it may be beneficial for teachers to include goal setting in their day-to-day instructional practices, though further research on its effect on affective traits is warranted.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies