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.
Download or read book Self regulation of Motivation written by Taylor Wayne Acee and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differential Effects of Assigned Vs Self set Goals in Performance written by Sherilyn Miyuki Kam and published by . This book was released on 1991 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relative Effects of Goal Setting Values Plus Goal Setting and Information Provision on the Adjustment of College Freshman written by Joanna L. Kaye and published by . This book was released on 2016 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: The transition from high school to college can be difficult and often leads to maladjustment, psychopathological symptoms, and student attrition. Prevention efforts are needed to help freshmen adjust to college. Young adults often have low self-control and increased rates of temporal discounting (the weakening of consequence effects due to delay), which are in turn associated with maladjustment and maladaptive behaviors. Two methods that might improve self-control and temporal discounting and, accordingly, freshman adjustment to college, are goal-setting and values interventions. These programs aim to help freshmen set effective goals and clarify and commit to what is important to them. An assessment of the effects of these programs might include as comparison a program that provides students with education about university resources, which is the current standard for helping freshmen adjust to college. The current study sought to determine the differential impacts of goal-setting, values plus goal-setting, and education interventions on adjustment to college, quality of life, retention, and maladaptive behaviors. The study also aimed to examine whether changes in these variables were moderated or mediated by changes in self-control and temporal discounting. College freshmen (N = 168) completed surveys and were randomly assigned to complete a single-session online goal-setting, values plus goal-setting, or education intervention at the beginning of the first quarter of college. After the first quarter, they completed endpoint surveys that assessed key variables. Results revealed that participants in the goal-setting and values plus goal-setting conditions worsened in adjustment and psychopathology, whereas adjustment scores and psychopathological symptoms for the participants in the education intervention did not change. The groups did not differ in quality of life or retention rates immediately following the initial academic term, and changes in self-control and temporal discounting did not mediate changes in outcome variables. Notably, almost half of the participants in the values plus goal-setting condition withdrew from the program. Findings suggest that providing concrete information to freshmen about navigating university life helped protect them from the regular deterioration that often occurs during this critical transition period. Additionally, attrition rates and participant responses to free-response questions suggest that the combined values plus goal-setting intervention was not as palatable to many students compared to the education intervention. Findings also indicate that brief goal-setting and values interventions do not effectively improve self-control or rates of temporal discounting. Future research should examine whether changes to the structure of the programs (e.g., in-person delivery, several sessions over the course of the term) or the audience (e.g., older college students, treatment-seeking freshmen) yield different results. Future research might also consider expanding the education program by personalizing information provision or extending program material across the term to determine if such changes further improve freshman adjustment.
Download or read book Differential Effects of Locus of Control on Goal Setting Behaviour and Achievement Under Self and Externally Set Conditions written by Nikki Elizabeth Hartnett-Clarke and published by . This book was released on 1997 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Differential Effects of Knowledge of Results Goal Setting and Equipment Design on Performance and Task Satisfaction written by Kristine An Lanser and published by . This book was released on 1988 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Motivational Effects of Individual Conferences and Goal Setting on Performance and Attitudes in Arithmitic written by Barbara Joyce Kennedy and published by . This book was released on 1968 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differential Effects of Feedback on Goal setting as a Function of Internality externality written by Charles Newell Maclane and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Goal Setting on Achievement Motivation and Competitive Performance in Track and Field Athletes written by Curtis Collier and published by . This book was released on 1989 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Self Generated Utility Value Intervention Effects on Motivation and Achievement in Undergraduate Statistics written by Aaron Wade and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study tested a self-generated utility value intervention aimed at increasing undergraduate statistics students' motivation and achievement. The intervention was based on Situated Expectancy-Value Theory (Eccles & Wigfield, 2020) and encouraged students to make relevant connections between statistics learning content and their lives, primarily emphasising the content's usefulness to the student, or utility value. In testing a self-generated utility value intervention within the domain of undergraduate statistics, the study extended research previously conducted in high school and undergraduate sciences (psychology and biology) and replicated Hulleman et al. (2017) which tested the role of frequency of students' connections between the learning content and their lives in their motivation and achievement. In addition to transferring a self-generated utility value intervention to the domain of statistics, the study's main contribution was made by investigating the role of connection quality-the quality of utility value connections undergraduate statistics students made between the learning content and their lives in their motivation and achievement. The study used collected data from a blindly randomised longitudinal field experiment conducted with undergraduate business school students from a research-intensive university located in the north-eastern USA. The students were of two differing sections of the same 15-week introductory statistics course. The self-generated utility value intervention consisted of prompts, twice during the semester, which instructed stud¬¬ents to write 2-3 paragraphs in response to. Data collected was comprised of students' gender, first-generation status, initial/final achievement assessments, pre/post self-reports on motivation (expectancy, cost, intrinsic value, utility value) and connection frequency, and researcher scaled ratings coding on student intervention responses for connection quality. Part I Results from this study suggest that the intervention significantly increased students' achievement (d = .42)-an approximately 7-percentage point difference between intervention and control group conditions. Furthermore, the intervention was found to be especially effective at increasing at-risk, low initial achievement, students' motivation (expectancy, d = .54) and achievement (d = .87)-an approximately 14.5-percentage point difference between group conditions. Study results also suggest that the intervention's impact on at-risk students' achievement was mediated via motivation increases-through students' expectancy for success, though, not through students' utility value. The Part I results were confirmatory of Hulleman et al.'s (2017) findings-the intervention effected students' achievement, but the pathway of indirect effects traversed through students' expectancy, not their utility value which Hulleman et al. (2017) and this study both hypothesised it would do instead. Part II Results attempted to explain the intervention's pathways of effects through expectancy to achievement by creating new measures, connection quality measures. Connection quality measures were constructed to capture students' utility value more effectively than the self-reported utility value survey measure. This study's Part II Results suggest that the intervention was found, again, to significantly increase students' achievement (d = 1.46), but the indirect intervention effects traversed a pathway to affecting students' achievement, not through their expectancy, but through their utility value (as captured via the newly minted connection quality measures), to their motivation (cost and interest), and then to their achievement. The new connection quality measures, exploratorily, were found to capture students' utility value more effectively than the self-reported utility value survey measure, enabling the self-generated utility value intervention's effects on students' achievement and motivation to be further explained.
Download or read book The Effects of Goal Setting and Goal Achievement on Academic Performance of Students in Applied Biology chemistry Class written by Paul S. Breitbach and published by . This book was released on 2008 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact of goal setting on hight school student's academic achievement. The study was conducted over a ten week period in the fall of 2008. Data were collected using a pre-survey and post-survey, student goals as compared to their cumulative GPA and their first trimester grades. The results of the study indicate the power and impact of goal setting on student's and attitude toward school.
Download or read book Using Goals to Motivate College Students written by Damon Clark and published by . This book was released on 2018 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Will college students who set goals for themselves work harder and achieve better outcomes? In theory, setting goals can help present-biased students to mitigate their self-control problem. In practice, there is little credible evidence on the causal effects of goal setting for college students. We report the results of two field experiments that involved almost four thousand college students in total. One experiment asked treated students to set goals for performance in the course; the other asked treated students to set goals for a particular task (completing online practice exams). Task-based goals had large and robust positive effects on the level of task completion, and task-based goals also increased course performance. Further analysis indicates that the increase in task completion induced by setting task-based goals caused the increase in course performance. We also find that performance-based goals had positive but small effects on course performance. We use theory that builds on present bias and loss aversion to interpret our results. Since task-based goal setting is low-cost, scaleable and logistically simple, we conclude that our findings have important implications for educational practice and future research.
Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.
Download or read book Differential Effect of Goal Setting and Self Recording of On task Behaviour as a Function of Locus of Control written by Robert Lawson Howard and published by . This book was released on 1997 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
