Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
This capstone explored how student goal setting and self-monitoring of progress impacted the self-efficacy of twenty third-grade students at an international school in Eastern Europe. Pre- and post-study data included an attitudinal survey to document levels of self-efficacy, student-created goals, and one-on-one interviews with six students. For a ten-week period, the participants monitored their academic progress towards meeting their goals on a biweekly basis. The findings suggested that student-led goal setting improved students’ overall levels of self-efficacy, as the students were better able to identify positive academic behaviors, address academic concerns, create plans to resolve specific challenges, and identify new learning opportunities.
Action Research, Case Study, Survey
Stoll, Jessica Rose, "How Student-Led Goal Setting and Self-Monitoring of Progress Impacts SelfEfficacy Among Third Graders at an International School in Eastern Europe" (2016). School of Education Student Capstone Theses and Dissertations. 4126.