In today’s ever changing world of education, students need to be taught how to take ownership of their learning. Goal-setting is a tool which can be used to increase student’s responsibilities in creating intrinsic ownership in their own learning (Madden 1997). Dale Schunk, an education specialist (2009), found that when successful people had been interviewed about their successes, they attributed goal-setting and self-discipline as two of their major keys to success. The ideas of setting goals and attaining them as a form of success on a personal level are tangible. A psychological study conducted in 2007 (Baumeister, R. F., Vohs, K. D., & Tice, D. M.) demonstrated how intrinsic and personal setting and achieving goals are to the “self” which effects self-efficacy, self-image, and personal success. Goal setting, however, is not typically taught in education. Goal-setting could prove to be highly beneficial to students at all grade levels. Many students, especially at a high school level are motivated by outside factors, such as grades, and teacher persuasion. There is, however, a lack of goal setting exercises found in education as a whole. Schunk (2009) stated that it is important to teach students how to set goals in a classroom, so that they learn how to set goals in their own personal lives. Starting goal-setting practices earlier in life, and especially in the education setting, will promote goal-setting as a life-long skill. “Goal setting also is a key component of self-regulation, or the process by which students activate and sustain cognitions, behaviors, and affects systematically oriented toward the attainment of goals (Zimmerman&Kitsantas, 2009).” The practice of goal setting can stimulate student cognition and be... ... middle of paper ... ...(4), 4-8 Madden L. E. (1997). Motivating students to learn better through own goal-setting. Education 117, 411-415. Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19, 159-172. Schunk, D. H. (2009). Goal Setting. Education Online. Retrieved from http://www.ndt-ed.org/TeachingResources/ClassroomTips/Goal_Setting.htm Stipek, D.J. (2002). Motivation to Learn: Integrating Theory and Practice.Pearson Education Inc. 2002. Ed, 100-102 Tollefson, N., Tracy, D. B., Johnsen, E. P., Farmer, A. W., &Buenning, M. (1984). Goal setting and personal responsibility training for LD adolescents. Psychology in the Schools, 21, 224-233. Zimmerman, B.J., &Kitsantas, A. (2009). Attaining Self-Regulation: A Social Cognitive Perspective.Handbook of Self-regulation. Academic Press, 13-39
In recent years, self-regulation is one important competence that children should have as it set as a foundation for multiple areas of achievement. “Self-regulation is an important factor for effective learning, because they are many studies with students which demonstrate the relevance of this competence for learning and academic achievement” (Perels, Merget Kullmann, Wende, Schmitz & Buchbinder, 2009, p. 312). Self-regulation can be...
To complete this assignment address the following using your own experiences. · Explain how you set personal educational goals and monitor your own progress. I assess my knowledge
Wang, S.‑K., & Han, S. (2001). Six c�s of motivation. In M. Orey (Ed.), Learning, teaching, & technology. Retrieved September 15, 2002, from University of Georgia, Dept. of Instructional Technology Web site: http://itstudio.coe.uga.edu/ebook/6csmotivation.htm
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Lei, Simon A. "Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives." Journal of Instructional Psychology 37.2 (2010): 153-160. Academic Search Complete. EBSCO. Web. 7 Mar. 2011.
Young, M.R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(25), 25-40.
People’ self-regulation differs by individual and its development depends on different styles of parenting during childhood. According to Higgins and Silberman (1998), there are parents who consistently focus on encouraging children to behave desirably to achieve positive outcomes, rewarding children when they reach a goal and those who primarily focus on preventing children from creating negative outcomes by teaching children how to avoid potential dangers and punishing them when they behave undesirably. The former parenting style makes children think more about the ideal things they would and would not do whereas the latter parenting style makes children think more about things they ought and ought not to do. The consequences of these parenting styles are the differences in children’ desired goals and in their favorable means to attain those goals (Higgins & Silberman, 1998). On the basis of these parenting styles, Higgins (1996) presents the regulatory focus theory which proposes two separate self-regulatory orientations of individuals: prevention and promotion. Individuals with stronger promotion focus in their goal pursuits concentrate on accomplishment, advancement and aspiration. They are sensitive to attainment so they prefer an eager strategy as it can ensure they could gain and ensure against the presence
Psychologists’ interest in self-regulation has increased in recent years and the self-regulation term has begun to gain importance. Psychologists began to approach self-regulation as a key to understanding human self, so they focus on self-regulation researches. (Forgas, Baumeister, & Tice, 2009). Especially, in recent years psychologists developed the concept of self-regulation and a variety of different self-regulation models were emerged. Thus, a range of views that differ in the various principles of self-regulation were appeared. However, all of these different models share two basic features (Cameron & Leventhal, 2003). A first common feature is to expound self-regulation as a dynamic motivational system of setting goals, developing and performing strategies to achieve those goals, appraising progress, and revising goals and strategies accordingly. A second common characteristic is that self-regulation is also concerned with the management of emotional responses, which are seen as vital elements of the motivational system (Ridder & Wit, 2006). In regard to first feature of self-regulation, Zimmerman and Schunk (2008), propound a definition for self-regulation “the control of one’s present conduct based on motives related a subsequent goal or ideal that an individual has set for him or herself”. Thus, self-regulation involves controlling one’s behavior in order to
This goal to achieve is evident in young children, manifesting itself early and continuing at some level throughout the school years and on into adulthood. Of particular interest and importance to me as a teacher are contributing factors to students’ motivation to achieve, and motivational strategies that can increase the likelihood of student achievement.
Educational growth and goals setting are very important, when furthering your education. Having educational goals and planning out your education can have a major effect on your career. You also will find that you can gain motivation through goal setting. Setting goals educationally is something that impacts your future in school tremendously.
Locke, Edwin A., and Gary P. Latham. "New Directions in Goal-Setting Theory." Current Directions in Psychological Science 15.5 (2006): 265-68. Print.
In the field of education there is a broad spectrum of strategies to motivate students. Through research only a sample of the spectrum was covered, which consisted of twenty-nine sources. Four interrelated categories were created that individually provide strategies to motivate students. The four categories consist of teaching strategies to motivate students, program structure to motivate students, self-motivational strategies, and parent strategies to motivate students. All of these categories conclude that a positive environment provided by parents, school officials, and the students themselves, act to enhance a students motivational drive to succeed in the classroom.
Goal setting is one of the most needed abilities in life. It is what keeps a person motivated to reach a certain checkpoint throughout their lifetime. I have found myself to practice goal setting in sports, school, work, and my future. For example, I set the goal to earn all A’s in my courses and earn a medal in track and field by st...
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
At the self-regulation level students’ enjoyment of participating in a task for the sake of learning is a critical factor for maintaining an activity (Goudas, Dermitzaki, & Bagiatis, 2000 in Kolovelonis et al, 2012) and students’ motivational beliefs play a key role in the development of self-regulated learning (Zimmerman & Kitsantas, 2005 in Kolovelonis et al, 2012). Self-regulated learners set goals and track their own performance and outcomes. Outcome and performance goals are distinguishable because outcome goals are normatively referenced, whereas performance goals are self-referenced (Kingston & Wilson, 2009, p. 105 in Kolovelonis, Goudas & Dermitzaki, 2011) while process goals focus on skills and strategies that are integral to effective task