Goal-Setting Procedures in Education

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Questions and Answers

What was identified as a significant barrier for students at the beginning of the study in their goal implementation process?

  • Lack of motivation to set goals
  • Unfavorable assessment of goal importance
  • Inability to collaborate with peers
  • Insufficient cognitive and metacognitive skills (correct)

What role did the teacher play in facilitating students' autonomy during the goal-setting process?

  • To discourage independent goal setting
  • To provide rigid guidelines for goal setting
  • To evaluate student performance based on their goals
  • To clarify how goal implementation could be effectively achieved (correct)

Which of the following was NOT a method that helped students in pursuing their goals?

  • Requiring detailed reports for every action taken (correct)
  • Verbalizing possible ways to achieve their goals
  • Brainstorming students' ideas
  • Allowing choice in logbook completion

How many different actions were identified as potentially leading to goal attainment?

<p>39 (A)</p> Signup and view all the answers

What aspect of self-monitoring was indicated as essential for students during their goal-setting process?

<p>Regular reflection on their learning (B)</p> Signup and view all the answers

What is referred to as the reference points for planning, organizing, and evaluating learning in students?

<p>Goals (A)</p> Signup and view all the answers

Which property of goals discusses the potential barriers due to different expectations and limitations?

<p>Conflict (A)</p> Signup and view all the answers

How does goal intensity primarily impact the goal-setting process?

<p>It reflects the commitment to the goals (A)</p> Signup and view all the answers

Which characteristic includes distinguishing between short-term and long-term objectives?

<p>Goal proximity (A)</p> Signup and view all the answers

Which aspect of learning does control over cognitive processes primarily relate to?

<p>Mental processes related to learning (A)</p> Signup and view all the answers

What is essential for enhancing students' ability to reflect on their learning experiences?

<p>Metacognitive knowledge (C)</p> Signup and view all the answers

In what way can teachers facilitate student autonomy in learning?

<p>By modeling goal-setting strategies (C)</p> Signup and view all the answers

Which goal property emphasizes the importance of clear and well-defined outcomes?

<p>Specificity (B)</p> Signup and view all the answers

What is the primary objective of the logbook used in the study?

<p>To keep learners informed and develop reflective thinking skills. (C)</p> Signup and view all the answers

Which of the following is NOT one of the essential characteristics of the goals set in the procedure?

<p>Long-term perspective. (D)</p> Signup and view all the answers

How often were the goal-setting sessions to be conducted during the research?

<p>Once a week throughout the entire school year. (B)</p> Signup and view all the answers

What is the significance of encouraging students to suggest their own goals?

<p>It enhances student engagement and ownership of learning. (A)</p> Signup and view all the answers

What method was employed to assess the degree of goal achievement in the study?

<p>Participants indicating achievement as percentages. (A)</p> Signup and view all the answers

Which aspect of the goal-setting process was emphasized in relation to student motivation?

<p>The role of goal-setting as a method of sustaining motivation. (D)</p> Signup and view all the answers

What element did students need to identify in order to successfully achieve their goals?

<p>Possible obstacles and methods to address them. (B)</p> Signup and view all the answers

Which feature of the goal-setting procedure was aimed at ensuring the goals were achievable and relevant?

<p>Selecting and describing goals according to specific student levels. (D)</p> Signup and view all the answers

Flashcards

Goal Acceptance

Students' acknowledgment and agreement with the suggested learning objectives.

Goal Implementation

The process of putting learning goals into action.

Cognitive and Metacognitive Skills

Skills needed for reflecting on and managing learning effectively.

Goal Importance Rating

Numerical assessment (e.g., 1-5 scale) of the value students attached to their learning goals.

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Qualitative Analysis

Analysis focused on understanding processes, in this case learning experiences and motivational influences.

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Goal Content

What you aim to achieve, like mastering a skill or understanding a concept.

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Goal Specificity

Clear and detailed goals, like 'Learn all the capitals of European countries' instead of 'Learn about Europe.'

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Goal Difficulty

The level of challenge a goal presents, not too easy, not too hard.

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Goal Complexity

Goals can be broken down into smaller parts, like learning chapters in a book.

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Goal Conflict

When goals clash, like wanting to go out tonight but also having to study.

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Goal Intensity

The strength of your commitment and effort towards a goal.

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Control over Learning Management

Planning, organizing, and evaluating your learning process.

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Control over Cognitive Processes

How you use mental skills like attention, reflection, and self-awareness while learning.

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Goal Setting Logbook

A structured tool that helps students track their goals, actions, obstacles, and progress throughout the week.

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Action Plan

A detailed strategy outlining the steps students will take to achieve their goals.

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Obstacles to Goals

Challenges that might hinder students' progress in achieving their goals.

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Dealing with Obstacles

Strategies students can use to overcome difficulties that arise.

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Goal Evaluation

The process of reflecting on and assessing the degree of achievement of learning goals.

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Longitudinal Research

A research method that studies the same individuals or groups over an extended period.

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Goal-Setting's Impact on Motivation

The process of setting specific learning goals is believed to increase and sustain student motivation.

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Study Notes

Goal-Setting Procedure Study

  • Study aimed to understand motivational influences of goal-setting on student learning.
  • Qualitative analysis of goal implementation stage focused on autonomy.

Goal Importance and Acceptance

  • Students generally accepted suggested goals (mean acceptance score = 4.26).
  • Few goals rated unfavorably.
  • Initial challenges: students lacked cognitive/metacognitive skills for implementation.
  • Teacher intervention clarified goal implementation procedures.
  • Brainstorming helped students devise and verbalize goal achievement strategies.
  • Option to skip logbook part was offered as familiarity increased.

Goal Characteristics and Actions

  • Goals are multifaceted (content, intensity, proximity, abstraction, source).
  • Goal content (specificity, difficulty, complexity, conflict) impacts performance.
  • Goal intensity (commitment, importance perception, cognitive processes) impacts achievement.
  • 39 distinctive actions for goal attainment were identified from logbooks.

Logbook Design and Purpose

  • Logbook is a semi-structured instrument.
  • Six columns: goals, importance, actions, obstacles, solutions, achievement assessment.
  • First column (goals) set by teacher, subsequent columns filled by students.
  • Importance scale (1-5).
  • Goal achievement percentages and comments.
  • Aims to keep learners informed, share responsibility, and promote reflective thinking.

Goal Setting Procedure Details

  • Goal-setting procedure was longitudinal.
  • Goals were weekly, syllabus-based, language-focused, short-term, concrete, realistic, and achievable.
  • Students developed action plans.
  • Goal-setting and goal-evaluation sessions weekly throughout the year.

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