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Effect Of Goal Setting On Motivation And Academic Achievement In Reading And Mathematics For Rti Identified Tier Ii Students
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Book Synopsis Effect of Goal-setting on Motivation and Academic Achievement in Reading and Mathematics for RTI-identified Tier II Students by : Rebecca C. Menke
Download or read book Effect of Goal-setting on Motivation and Academic Achievement in Reading and Mathematics for RTI-identified Tier II Students written by Rebecca C. Menke and published by . This book was released on 2013 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study documents the effects of goal setting on motivation and academic achievement for struggling students in the RTI-Identified Tier II group for reading and mathematics. Previous research indicates that having a goal increases motivation (Murayama and Elliot, 2009), and having higher motivation leads to higher academic achievement (Cavas, 2011). An action research project was designed to use personal mastery goals to increase student motivation and academic gains. Students participating in academic interventions set mastery goals and monitored their progress during a 10- week study. Throughout the study, student motivation was measured using surveys and at the end of the study, student achievement was measured using a universal screener assessment. Results from the study were inconclusive and further research is needed in this area.
Book Synopsis Setting Academic Achievement Goals in Primary Schools by : Sandra K. Hastie
Download or read book Setting Academic Achievement Goals in Primary Schools written by Sandra K. Hastie and published by . This book was released on 2013 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Goal setting has been identified in recent research as being an indicator of academic achievement, self-efficacy, and motivation, yet there is still much debate as to what the key factors are that lead to successful student goal setting within an academic environment. Thus, the major purpose of the studies in this thesis concern two interrelated issues of goal setting research, namely the importance that primary students place on goal setting in academic settings, and the role of teachers and their teaching of goal-setting strategies within primary school classrooms in New Zealand. This thesis is comprised of three studies. The first study investigated the extent to which students set goals for themselves. An additional focus was to determine who students identified as being their main sources of encouragement for setting goals and who they shared goals with. The second study focused on the impact of teaching students specific learning goals relating to mathematics, which were mastery in orientation. The aim was to determine whether having students construct their own mastery learning goals, with the support of their classroom teachers, improved academic achievement when compared with a control group. The final study sought to examine the significance of attention, motivation, and goal setting strategies in relation to goal setting behaviour. It was found that students recognised that goal setting was beneficial to them in the classroom, and that they set multiple goals in their learning. Further, the majority of the goals that students did set on their own were typically performance rather than mastery in orientation. When taught specifically how to set mastery oriented goals, students showed an overall increase in their mathematics achievement. Finally, it was found that student motivation, attention, and goal setting strategies were crucial factors in determining the degree to which goal setting behaviour occurred.
Book Synopsis Noncognitive Skills in the Classroom by : Jeffrey A. Rosen
Download or read book Noncognitive Skills in the Classroom written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2010-09-27 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Book Synopsis Student Achievement Goal Setting by : Leslie Grant
Download or read book Student Achievement Goal Setting written by Leslie Grant and published by Routledge. This book was released on 2013-10-11 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement.
Download or read book RTI Is a Verb written by Tom Hierck and published by Corwin Press. This book was released on 2013-11-27 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: RTI is more than just a buzzword—it’s a success story! RTI isn’t just about interventions—it’s about assessing how all students respond to instruction. Here, you’ll learn to translate RTI from research to practice and build a realistic plan of action for your school. Concrete recommendations and resources include: Interventions linked to the Common Core, with emphasis on college and career readiness Practical strategies for screening, progress monitoring, and diagnostics Sample approaches to specific interventions across the curriculum
Book Synopsis Effects of Goal Setting Procedures on Students' Mathematical Achievement and Self-efficacy by : Leslie Roche Roulier
Download or read book Effects of Goal Setting Procedures on Students' Mathematical Achievement and Self-efficacy written by Leslie Roche Roulier and published by . This book was released on 1999 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How RTI Works in Secondary Schools by : Evelyn S. Johnson
Download or read book How RTI Works in Secondary Schools written by Evelyn S. Johnson and published by Corwin Press. This book was released on 2009-11-10 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical solutions for implementing RTI and improving student outcomes in Grades 6–12! This comprehensive book provides the specific guidance secondary administrators need to successfully implement Response to Intervention (RTI) and help their struggling adolescent learners. Using the latest research, the authors identify the current best practices for key components of RTI and demonstrate how teams can work together to implement an assessment- and data-driven decision-making process. The book provides: Guidance on building leadership capacity for RTI implementation Case studies illustrating middle and high school RTI models Instructional strategies for tiers one, two, and three Forms, checklists, and Web and print resources
Book Synopsis Raising Achievement and Reducing Gaps by : Paul E. Barton
Download or read book Raising Achievement and Reducing Gaps written by Paul E. Barton and published by DIANE Publishing. This book was released on 2001 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Goal Setting on Intrinsic Motivation and Academic Achievement of Middle School Students by : S. Fran Freeberg
Download or read book The Effect of Goal Setting on Intrinsic Motivation and Academic Achievement of Middle School Students written by S. Fran Freeberg and published by . This book was released on 2008 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Goal Orientations and Adolescent Mathematics Achievement by : Tran Dang Keys
Download or read book Goal Orientations and Adolescent Mathematics Achievement written by Tran Dang Keys and published by . This book was released on 2013 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivation is a fundamental educational challenge for adolescents in the United States, and particularly for immigrant youth. The motivation to achieve, especially in mathematics, declines during adolescence. Most of what is known about motivation is based on studies of predominately middle-class White students; yet the influx of immigrants over the past forty years, particularly from Latin America and Asia, speaks to the increasing importance of achievement among immigrant youth in the U.S. school system and society at large, underscoring the need to understand the motivation to achieve among immigrant youth and its relation to academic achievement. This dissertation examines the association between motivation (i.e., personal goal orientations of mastery, performance-approach, and performance-avoidance) and mathematics achievement among approximately 2,000 7th and 8th grade students, predominantly of Mexican and Vietnamese heritage, from one low-income urban school district in California. A lagged dependent variable regression model with classroom fixed effects is used to minimize biases arising from non-random assignment of teachers and students to schools and classrooms. Study 1 examines the association between students' goal orientations and achievement, as measured by a state standardized assessment. Although all three goal orientations correlate with mathematics achievement, only a mastery goal orientation consistently predicts achievement after controlling for a full set of prior achievement and demographic controls. Study 2 adds nuance to the relationship between goal orientations and achievement with a focus on ethnicity and gender. First, I examine the predictors of the three goal orientations with a focus on mastery motivation. Ethnicity is not associated with mastery motivation--Vietnamese students do not have a motivation advantage over Hispanic students. Gender is associated with mastery motivation, with males less likely than females to be mastery oriented. Additionally, males--particularly Hispanic males--are more performance-avoidant than Hispanic females. Second, the differential effects of goal orientations for students with varying socio-demographic characteristics suggest that the relationship between goal orientations and mathematics achievement are not the same for all students. There is a positive association between mastery goal orientation and achievement for Vietnamese students but not Hispanic students; however, no differential effects are found with performance goals.
Book Synopsis How Does Goal Setting Affect Elementary Student Math Achievement? by : Robert James Rand
Download or read book How Does Goal Setting Affect Elementary Student Math Achievement? written by Robert James Rand and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In many elementary schools, mathematics achievement, instruction and individual interventions are crucial to make sure that all students succeed. When students are not taught at their level, they may become discouraged, uninterested and act out. If students are involved with their learning, understand their objectives, have a voice to set goals, and receive feedback, the outcome can be very different. The overall research problem being addressed in this action research project is how goal setting affects elementary mathematics student achievement. This is an important project that looks to increase student motivation and self-efficacy in mathematics. How does goal setting increase student mathematics achievement? This research concludes that when students have clear learning targets, voice in goal setting, and receive adult feedback, there is an increase in learning. The research holds an impact for positive social change as it works to increase intrinsic motivation in our students.
Book Synopsis The Effect of Guided Goal Setting on the Motivation and Achievement of Eighth Grade Students in an International Baccalaureate Middle Years Program by : Deborah L. Layman
Download or read book The Effect of Guided Goal Setting on the Motivation and Achievement of Eighth Grade Students in an International Baccalaureate Middle Years Program written by Deborah L. Layman and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pilot study examined the feasibility of guided goal setting within Socratic seminar and its effects on the achievement and motivation of International Baccalaureate students in an MYP language and literature class. Participants were eighth-grade students enrolled in four language and literature classes with the same instructor. The experimental group (two classes, n = 30) received guided goal setting for six weeks, while the waitlist control group (two classes, n = 24) received the intervention during the last two weeks. As this was a pilot study, inferential statistics were limited, and the study focused instead on descriptive statistics. Descriptive analyses identified many positive outcomes of the guided goal-setting intervention for the experimental group, including increased number of contributions over time. However, when data were examined by race, gender, and goal type, some differences were observed. White students contributed more often during seminar and achieved their goals more frequently than Black students. Female students contributed more frequently during seminar than male students. Students who chose questions or evaluative/interpretative goals made more contributions than students with verbal or factual goals. However, students with questions and factual goals achieved said goals more frequently. The feasibility results and descriptive statistics of this pilot study suggest that guided goal setting resulted in several positive differences in student achievement. A larger-scale study should be conducted with modifications to the research design as indicated. Additional research questions exploring racial, gender, and goal type differences should also be explored.
Book Synopsis Handbook of Response to Intervention and Multi-Tiered Systems of Support by : Paige C. Pullen
Download or read book Handbook of Response to Intervention and Multi-Tiered Systems of Support written by Paige C. Pullen and published by Routledge. This book was released on 2018-10-04 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
Book Synopsis Effective School Interventions, Second Edition by : Natalie Rathvon
Download or read book Effective School Interventions, Second Edition written by Natalie Rathvon and published by Guilford Press. This book was released on 2008-08-14 with total page 481 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly practical resource and text presents 70 interventions that have been demonstrated to improve the classroom learning environment, academic achievement, and student behavior and social competence. Each intervention is presented in a brief, standardized format with step-by-step procedures that can easily be implemented by Pre-K-12 teachers and other school-based professionals. The volume includes best-practice guidelines for designing, implementing, and evaluating evidence-based school interventions, as well as strategies for combining multiple interventions to create a comprehensive program at the individual, class, or schoolwide level.
Book Synopsis Goal Setting and Self-efficacy in Mathematics by : Lindsay Freestone
Download or read book Goal Setting and Self-efficacy in Mathematics written by Lindsay Freestone and published by . This book was released on 2011 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focuses on the practice of goal setting and its impact on elementary students' self-efficacy and future goals. The major research question was, "In what ways do performance goals affect elementary students' self-efficacy in mathematics?" Research was conducted with a sample of twenty-five fifth grade students at a suburban elementary school in southern California. Students set goals for performance in mathematics, completed surveys to assess their self-efficacy, and revised both their goals and self-efficacy after receiving feedback about their performance. Self-efficacy scores were drawn from the surveys and used in the analysis. Quantitative analyses were conducted to identify if changes in self-efficacy were significant. Additional quantitative analyses examined the correlational relationships between meeting or not meeting goals, changes in self-efficacy, and changes in future performance goals. There was insufficient evidence from the chi-square analysis to show statistically significant changes in student self-efficacy. However, moderate correlational relationships between goal achievement and changes in self-efficacy and future goals were identified using a Pearson-product moment coefficient of correlation. Furthermore, stronger relationships were identified between proximity of achievement to goals and self-efficacy and future goals set.
Book Synopsis The Effects of Goal Setting on the Academic Achievement, Motivation, and Confidence of Bright Underachievers by : Lisa Kim Leung
Download or read book The Effects of Goal Setting on the Academic Achievement, Motivation, and Confidence of Bright Underachievers written by Lisa Kim Leung and published by . This book was released on 1991 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differential Effects of Goal Setting and Value Reappraisal on College Women's Motivation and Achievement in Statistics by : Taylor Wayne Acee
Download or read book Differential Effects of Goal Setting and Value Reappraisal on College Women's Motivation and Achievement in Statistics written by Taylor Wayne Acee and published by . This book was released on 2009 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this dissertation was to investigate the differential effects of goal setting and value reappraisal on female students' self-efficacy beliefs, value perceptions, exam performance and continued interest in statistics. It was hypothesized that the Enhanced Goal Setting Intervention (GS-E) would positively impact students' self-efficacy beliefs and exam performance, whereas the Enhanced Value-Reappraisal (VR-E) was expected to positively affect students' value perceptions and continued interest in learning statistics. A total of 88 female undergraduate students enrolled in two sections of an introductory statistics course completed the entire study. Students were primarily Caucasian, upper division, and traditionally aged. Students were stratified on course section and year in school and randomly assigned to one of three groups: Control Group (n=30); GS-E Group (n=27); and VR-E (n=31). GS-E asked students to both set and self-evaluate eight goals focused on reaching learning objectives for their upcoming statistics exam. VR-E presented students with messages about why learning statistics could be important for them and guided them in processing these messages. The Control Condition asked students to complete three Texas Information Literacy Tutorial modules and answer reflective questions. Findings from this dissertation partially supported the hypotheses related to VR-E, but no support was found for the hypotheses related to GS-E. The VR-E Intervention was found to positively impact measures of students' value perceptions and continued interest. Immediate effects of VR-E were observed on: 1) the overall value students placed on learning statistics; 2) students' interest and enjoyment of statistics; 3) the importance students placed on developing statistical knowledge and skills for the attainment of their future goals; and 4) students' intentions to continue learning statistics on their own. However, relatively stronger and longer-lasting effects were observed on the later two variables. Also, students in the VR-E Group outperformed students in the GS-E Group on their post-intervention exam; however, neither group was significantly different from the Control Group. Findings from this research help to address the growing economic and social needs for the development and evaluation of theory-based educational interventions that target the improvement of college students' achievement and continued interest in math and science education.
