Term
Spring 5-12-2016
Capstone
Thesis
Degree Name
MAEd
Primary Advisor/Dissertation Chair
Rachel Endo
Secondary Advisor/Reader One
Valeria Laitinen
Peer-Reviewer/Reader Two
Allison McKay
Abstract
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.
Research Methodology
Action Research, Case Study, Survey
Keywords
Goal Setting, Motivation, Self-Efficacy
Recommended Citation
Stoll, Jessica Rose, "How Student-Led Goal Setting and Self-Monitoring of Progress Impacts Self-Efficacy Among Third Graders at an International School in Eastern Europe" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4126.
https://digitalcommons.hamline.edu/hse_all/4126
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations