DOCSLIB.ORG

Improving Metacognitive Awareness and Authentic Teaching Practices

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Improving Metacognitive Awareness and Authentic Teaching Practices Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 1-1-2017 Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level Melanie Renee Yeschenko Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Yeschenko, M. R. (2017). Improving Metacognitive Awareness and Authentic Teaching Practices through Scaffolding Goal Setting and Reflective Practices with ECD Majors at the Community College Level (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/190 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. IMPROVING METACOGNITIVE AWARENESS AND AUTHENTIC TEACHING PRACTICES THROUGH SCAFFOLDING GOAL SETTING AND REFLECTIVE PRACTICES WITH ECD MAJORS AT THE COMMUNITY COLLEGE LEVEL A Dissertation Submitted to the School of Education Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Education By Melanie Renee Yeschenko August 2017 Copyright by Melanie Yeschenko 2017 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION ED.D. IN EDUCATIONAL LEADERSHIP Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education (Ed.D.) Presented by: Melanie Yeschenko B.S., Indiana University of Pennsylvania, 1998 M.S.Ed, California University of Pennsylvania, 2002 June 14, 2017 IMPROVING METACOGNITIVE AWARENESS AND AUTHENTIC TEACHING PRACTICES THROUGH SCAFFOLDING GOAL SETTING AND REFLECTIVE PRACTICES WITH ECD MAJORS AT THE COMMUNITY COLLEGE LEVEL _______________________________________, Chair Amy Olson, Ph.D. Assistant Professor, Department of Educational Foundations and Leadership Duquesne University ________________________________________, Member Anne Marie FitzGerald, Ed.D. Assistant Professor, Department of Educational Foundations and Leadership Duquesne University _______________________________________, Member Julia Williams, Ed.D. Assistant Professor, Department of Instruction and Leadership in Education Duquesne University Program Director Connie M. Moss, Ed.D. Clinical Associate Professor, Department of Educational Foundations Leadership and Director, Ed.D. in Educational Leadership Program Duquesne University School of Education iii ABSTRACT IMPROVING METACOGNITIVE AWARENESS AND AUTHENTIC TEACHING PRACTICES THROUGH SCAFFOLDING GOAL SETTING AND REFLECTIVE PRACTICES WITH ECD MAJORS AT THE COMMUNITY COLLEGE LEVEL By Melanie Yeschenko August 2017 Dissertation supervised by Dr. Amy Olson This research set out to enhance instruction for early education and child development majors in a community college setting in a manner that allows them to gain content knowledge while becoming more prepared to practice effective pedagogy in early learning classrooms. This study examined how metacognitive awareness changes throughout a semester with scaffolded goal setting and reflective practices. It investigated the types of goals students set for a specific learning task, as well as investigated their ability to apply reflective practice to their own learning and teaching practices. This research used a mixed method design to data collection with quantitative data from rubrics and an inventory and qualitative data from instructor journaling. Quantitative results indicated that students improved in some elements of goal setting and all assessed elements of reflective practice, along with improvements in metacognitive awareness. Qualitative findings also indicated that students improved in iv metacognitive awareness and goal setting as a formal practice even though there was evidence of struggle in regard to the unfamiliarity of the goal setting practice itself and defining a time frame to achieve their goals. The goal setting and reflective practices within the course were helpful to the instructor. Each provided an opportunity for the instructor to support student learning and effectively use strategies to support achievement of the students in the course and in the early childhood field. Keywords: community college, early childhood education, goal setting, metacognitive awareness, reflective practices, scaffolding v DEDICATION To Alan, Fate brought us together, but our love keeps us strong. Always and forever! To Brandon and Mason, I am proud to call myself a teacher, but I am even more proud to call myself your mom. I love you with my whole heart and soul! vi ACKNOWLEDGEMENT My deepest thanks and sincere gratitude to my chair, Dr. Amy Olson, and my committee members, Dr. Anne Marie FitzGerald and Dr. Julia Williams, for all of the wisdom you shared. Your scholarly practice and endless joy for teaching and learning has inspired me throughout this doctoral journey. You challenged and encouraged me each step of the way. I am forever grateful for your dedication and support of my educational goals. A special thanks to my family and friends who endured this doctoral experience with me and never let me give up. Your praise, encouragement, laughter, and tears meant the world to me. I am blessed to have the most supportive people in my life, and I am humbled by your unconditional love. vii TABLE OF CONTENTS CHAPTER I: INTRODUCTION……………………………………………………………….....1 General Overview……………………………………………………………………………...1 Importance of Early Childhood Focus……………………………………………………..…..4 Social Justice Implications…………………………………………………………………......8 Importance of overall quality………………………………………………………….…..8 Need for Quality Early Learning Environments………………………………………..…9 Under-preparedness of Community College Students…………………………………...11 Intersection of Early Childhood Education and Community College in the Field………14 Context Review……………………………………………………………………………….16 Action Plan Review……………………………………………………………………...16 Community College……………………………………………………………………...17 ECD Program…………………………………………………………………………….18 CHAPTER II: PROBLEM OF PRACTICE……………………………………………………..21 Literature Review…………………………………………………………………………......22 Improvement Inquiry for Change in ECD………………………………………………….22 Metacognitive Awareness of ECD Students……………………………………………….24 Metacognition and learning……………………………………………………………...24 Implications of metacognitive awareness for community college students……………..28 Metacognitive awareness and teaching………………………………………………….30 Measuring metacognitive awareness of teachers………………………………………...31 Implications of metacognitive awareness for ECD students…………………………….32 Goal Setting………………………………………………………………………………...33 Goal setting and learning………………………………………………………………...33 viii Metacognitive awareness and goal setting………………………………………………35 Goal setting in the context of coursework……………………………………………….35 Defining high-quality goal setting……………………………………………………….36 Implications of goal setting for community college students ……………………………37 Goal setting and teaching………………………………………………………………...39 Implications of goal setting for ECD students…………………………………………...40 Reflective Practices…………………………………………………………………………41 Reflective practices and learning………………………………………………………...41 Relationship between reflective practice and metacognition ……………………………42 Evidence that high-quality reflective practices can be taught…………………………...44 Implications of reflective practices for community college students……………………45 Reflective practices and teaching………………………………………………………...46 Implications of reflective practices for ECD students……………………………….…..47 Theoretical Framework……………………………………………………………………….49 Vygotskian theory…………………………………………………………………………..49 Scaffolding of learning……………………………………………………………………..50 Conclusion………………………………………………………………………………….53 CHAPTER III: DESIGN FOR ACTION………………………………………………………..55 Research Questions…………………………………………………………………….…….55 Methods of Investigation for Change……………………………………………………...…55 Research Participants……………………………………………………………………....56 Demographics of participants……………………………………………………………56 Protection of human subjects…………………………………………………………....57 Informed consent procedure…………………………………………………………….57 Researcher Participant…………………………………………………………………..58 ix Data Sources and Instruments……………………………………………………………..58 Survey……………………………………………………………………………………59 Rubrics…………………………………………………………………………………...59 Instructor’s journal……………………………………………………………………….60 Data Analysis………………………………………………………………………………..61 Quantitative………………………………………………………………………………61 Qualitative………………………………………………………………………………..62 Implementation……………………………………………………………………………...63 Quantitative Results……………………………………………………………………………...68 Quality of Student Goal Setting………………………………………………………………68 Quality of Reflection………………………………………………………………………….70 Metacognitive Awareness of Teaching……………………………………………………….73 Teaching Presentation: Student Self-Evaluation and Instructor Evaluation…………………75 Summary of Quantitative Results………………………………………………………...…..77 Qualitative Findings…………………………………………………………………………...…78 Instructor’s Journaling………………………………………………………………………..78 Difficulties Experience by Students…………………………………………………………..79 Initial unfamiliarity and difficulty with goal setting……………………………………..79 Difficulty using the rubric to improve goal setting………………………………………80 Difficulty with establishing an appropriate timeframe…………………………………..81 Difficulties in goal setting………………………………………………………………..82 Improvements in goal setting…………………………………………………………….83 Student perception
Load more

Recommended publications
  • The Relationship Between Self-Efficacy, Goal-Setting and Achievement Motivation Among Final Year Students at a Selected University in the Western
    THE RELATIONSHIP BETWEEN SELF -EFFICACY, GOAL-SETTING AND ACHIEVEMENT MOTIVATION AMONG FINAL YEAR STUDENTS AT A SELECTED UNIVERSITY IN THE WESTERN CAPE PROVINCE BY SAMANTHA DAVIDS STUDENT NUMBER: 2944779 A thesis submitted in partial fulfilment of the requirements for the degree of MASTERS COMMERCII In the DEPARTMENT OF INDUSTRIAL PSYCHOLOGY At the UNIVERSITY OF THE WESTERN CAPE November 2015 Supervisor: Dr. Bright Mahembe Prof Elza Thompson The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed and conclusions arrived at, are those of the author and are not necessarily to be attributed to the NRF. THE RELATIONSHIP BETWEEN SELF-EFFICACY, GOAL-SETTING AND ACHIEVEMENT MOTIVATION AMONG FINAL YEAR STUDENTS AT A SELECTED UNIVERSITY IN THE WESTERN CAPE PROVINCE Samantha Davids KEYWORDS: Motivation Student Motivation Intrinsic Motivation Extrinsic Motivation Content theories Process theories Achievement Motivation Goal-setting Self-efficacy Sources of Self efficacy ii ABSTRACT The relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province S. A. Davids Master of Commerce thesis, Department of Industrial Psychology, University of the Western Cape. The purpose of the study was to investigate the relationship between self-efficacy, goal-setting and achievement motivation among students in their final year at a selected university in the Western Cape Province. The sample consisted of 128 final year students who were asked to complete a questionnaire. The questionnaires comprise a section on the biographical information of the participants as well as sections containing the, Academic Self-Efficacy Scale, Achievement Motivation Scale and a Goal Setting Questionnaire.
    [Show full text]
  • Goal Setting Workbook
    Workbook for Goal-setting and Evidence-based Strategies for Success Complete Workbook by Caroline Adams Miller, MAPP Author of Creating Your Best Life: The Ultimate Life List Guide Table of Contents Introduction .................................................................................................................... 5 Theme One: Flourishing ................................................................................................. 6 Why Does Flourishing Matter? ................................................................................... 6 Success Flows from Happiness ................................................................................ 6 The Positivity Ratio .................................................................................................. 7 From the Source: Martin Seligman on Flourishing ................................................... 8 Jolts of Joy ................................................................................................................... 9 Happiness Boosters Worksheet ..............................................................................11 Introducing Character Strengths .............................................................................. 12 Exploring Your Own Character Strengths ............................................................. 13 Looking Back: Me at My Best ................................................................................ 14 Find Your Person-Activity Fit ..................................................................................
    [Show full text]
  • Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics
    International Journal of Instruction October 2020 ● Vol.13, No.4 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 1-16 Received: 21/08/2019 Revision: 15/03/2020 Accepted: 01/04/2020 OnlineFirst:02/07/2020 Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics Jacklyne D. Sides University of North Georgia, USA, [email protected] Joshua A. Cuevas Assoc. Prof., University of North Georgia, USA, [email protected] Goal setting is utilized by adults regularly to foster success. It has also been shown to benefit academic achievement. This 8-week study sought to determine the effects of goal setting on motivation, self-efficacy, and math achievement in elementary students. The quasi-experimental study included 70 students in 3rd and 4th grade math classes. Students in the experimental group were involved in setting an achievement goal for fluency of multiplication facts. The students monitored their progress through a weekly graphing and reflection activity. The results indicated that elementary students involved in setting goals showed an increase in their mathematical performance of multiplication facts. However, based on the results from this study, goal setting did not have an impact on motivation or self- efficacy. These results support the concept of goal setting theory in the academic setting, suggesting that it may be beneficial for teachers to include goal setting in their day-to-day instructional practices, though further research on its effect on affective traits is warranted. Keywords: goal setting, motivation, self-efficacy, elementary, mathematics, goal setting theory INTRODUCTION There is ongoing research to determine the best methods for how to assist students in achieving academic success.
    [Show full text]
  • Redalyc.How Setting Goals Enhances Learners' Self-Efficacy Beliefs In
    HOW ISSN: 0120-5927 [email protected] Asociación Colombiana de Profesores de Inglés Colombia Ballesteros Muñoz, Liliana; Tutistar Jojoa, Silvana How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension HOW, vol. 21, núm. 1, abril-septiembre, 2014, pp. 42-61 Asociación Colombiana de Profesores de Inglés Bogotá, Colombia Available in: http://www.redalyc.org/articulo.oa?id=499450631004 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension Cómo el diseño de metas promueve las creencias de auto-eficacia en la comprensión auditiva* Liliana Ballesteros Muñoz [email protected] IED Ciudadela Educativa de Bosa, Colombia Silvana Tutistar Jojoa [email protected] IED Miguel de Cervantes Saavedra, Colombia This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.
    [Show full text]
  • Building a Practically Useful Theory of Goal Setting and Task Motivation a 35-Year Odyssey
    Building a Practically Useful Theory of Goal Setting and Task Motivation A 35-Year Odyssey Edwin A. Locke University of Maryland Gary P. Latham University of Toronto The authors summarize 35 years of empirical research on largely ignored, however, except for a citation in Ryan’s goal-setting theory. They describe the core findings of the classic text with Smith on industrial psychology (Ryan & theory, the mechanisms by which goals operate, modera- Smith, 1954). tors of goal effects, the relation of goals and satisfaction, Goal-setting theory was formulated inductively and the role of goals as mediators of incentives. The largely on the basis of our empirical research conducted external validity and practical significance of goal-setting over nearly four decades. It is based on Ryan’s (1970) theory are explained, and new directions in goal-setting premise that conscious goals affect action. A goal is the research are discussed. The relationships of goal setting to object or aim of an action, for example, to attain a specific other theories are described as are the theory’s limitations. standard of proficiency, usually within a specified time limit. As industrial–organizational psychologists, our pri- mary interest has been to predict, explain, and influence performance on organizational or work-related tasks. Thus, n the 1950s and 1960s, the study of motivation in we focused on the relationship between conscious perfor- North American psychology was not considered a re- mance goals and level of task performance rather than on Ispectable pursuit. The field was dominated by behav- discrete intentions to take specific actions (e.g., to apply to iorists, and “motivation” was argued by them to lie outside graduate school, to get a medical examination).
    [Show full text]
  • Personal Development Plan
    Personal Development Plan This e-book is published by Mind Tools Ltd. Copyright © Mind Tools Ltd, 2007-2014. All rights reserved. Version 2.0. This e-book is protected by international copyright law. You may only use it if you have downloaded it directly from MindTools.com, or if you have been provided with it under a corporate license. If you have received this from any other source please contact [email protected]. “Mind Tools” is a registered trademark (US 4,566,696, EU 012473377) of Mind Tools Ltd. Cover image © iStockphoto/xxmmxx. Contents 1. Why a Personal Development Plan? 1 2. Understanding Yourself 2 3. Defining Your Career Objectives 11 4. Creating Your Personal Development Plan 16 Personal Development Plan Worksheet 21 Action Plan 22 Personal Development Plan | Mind Tools iii Personal Development Plan Workbook Introduced by Mind Tools CEO James Manktelow ou have probably come to Mind Tools because you care about your career and you’re prepared to work at building a happy, satisfying and successful life. YPart of this involves thinking about what “satisfaction” means to you: after all, each of us gets fulfillment and happiness from different things. That’s why you need to think about this for yourself, rather than following someone else’s pre-prepared plan. Another part of this involves making sure that you have the skills needed to take advantage of opportunities when they arise (as they will, if you work hard and think about what you’re doing). That’s why it’s important to take a systematic approach to developing your skills, so they’re ready when you need them.
    [Show full text]
  • Goal Setting in Sport and Exercise: Results, Methodo- Logical Issues and Future Directions for Research1
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE 2 -weinberg 02/04/03 16:29 Página 115 provided by Diposit Digital de Documents de la UAB GOAL SETTING IN SPORT AND EXERCISE: RESULTS, METHODO- LOGICAL ISSUES AND FUTURE DIRECTIONS FOR RESEARCH1 Robert S. Weinberg* RESUMEN: El propósito de este artículo es proporcionar una visión general respecto a la investigación en el campo del establecimiento de objetivos y el rendimiento en situaciones deportivas y de ejercicio físico. La mayor parte de las primeras investigaciones en este campo pertenecían al área de la organización y la industria, y únicamente en los últimos diez años los investigadores se han centrado en las situaciones deportivas y en el ejercicio físico. Se han dado a menudo hallazgos controvertidos, debidos en parte al empleo de métodos demasiado directos y en parte a que los dos marcos (organización/industria y deporte) difieren bastante. Estas diferencias se dan respecto a las características de la tarea, el tipo de situación, las dificultades del objetivo, los objetivos personales y la aparición de fijaciones espontáneas de objetivos. Estas variables se consideran como mediadores potenciales de la relación entre las distintos fijaciones de objetivos. Recientemente, Weinberg y cols. han entrevistado atletas universitarios respecto a sus prácticas de establecimiento de objetivos, y han observado que una investigación de tipo más cualitativo nos permitiría 1 Portions of this article are based on an article by from: Weinberg, R. S. (1994). Goal setting and performance in sport and exercise settings: A synthesis and critique. Medicine and Science in Sport and Exercise, 26, 469-477.
    [Show full text]
  • Planning and Goal Setting for Small Business
    U.S. Small Business Administration MP-6 PLANNING AND GOAL SETTING FOR SMALL BUSINESS Management and Planning Series ______________________________________________________________________________ While we consider the contents of this publication to be of general merit, its sponsorship by the U.S. Small Business Administration does not necessarily constitute an endorsement of the views and opinions of the authors or the products and services of the companies with which they are affiliated. All of SBA's programs and services are extended to the public on a nondiscriminatory basis. ______________________________________________________________________________ TABLE OF CONTENTS INTRODUCTION 1 MANAGEMENT BY OBJECTIVES 1 PREPARING FOR THE MBO PROGRAM Understanding the Requirements of an MBO Program 1 Defining Your Business 2 Setting Goals 2 Devising a Work Plan 2 Reporting Progress 3 Evaluating Performance 4 INSTALLING THE MBO PROGRAM 6 THREATS TO AN MBO PROGRAM 6 SUMMARY 6 APPENDIX: INFORMATION RESOURCES 7 ______________________________________________________________________________ INTRODUCTION Many authorities on business management identify the five major functions of management as ! Planning. ! Organizing. ! Directing. ! Controlling. ! Coordinating. The planning and controlling functions of management often receive less attention from the small business owner-manager than they should. One way to more effectively fulfill these two functions is through effective goal setting. The success of a business will depend on its long-range goals for sales, profits, competitive position, development of personnel and industrial relations. To accomplish these goals, the company will need to identify intermediate goals that it can work toward each year. ______________________________________________________________________________ MANAGEMENT BY OBJECTIVES Traditionally, people have worked according to descriptions that list the activities or functions of the job. The management by objectives (MBO) approach, on the other hand, stresses results.
    [Show full text]
  • Knowledgebank: Goal Setting and Motivation
    KNOWLEDGEBANK: GOAL SETTING AND MOTIVATION Goal setting is a very useful method of enhancing employee performance. From a motivational perspective, a goal is a desirable objective. Goals are used for two purposes in most organizations. First, they provide a useful framework for managing motivation. Managers and employees can set goals for themselves and then work toward them. Thus, if the organization’s goal is to increase sales by 10 percent, a manager can use individual goals to help attain an overall goal. Second, goals are an effective control device; control is monitoring by management of how well the organization is performing. Comparing people’s short-term performances with their goals can be an effective way to monitor the organization’s long-run performance. Social learning theory perhaps best describes the role and importance of goal setting in organizations.20 This perspective suggests that feelings of pride or shame about performance are a function of the extent to which people achieve their goals. A person who achieves a goal will be proud of having done so, whereas a person who fails to achieve a goal will feel personal disappointment, and perhaps even shame. People’s 20. A. Bandura, Social Learning Theory. (Englewood Cliffs, N.J.: Prentice-Hall, 1977). 17 degree of pride or disappointment is affected by their self-efficacy, the extent to which they feel that they can still meet their goals even if they failed to do so in the past. The Goal-Setting Theory Social learning theory provides insights into why and how goals can motivate behavior. It also helps us understand how different people cope with failure to reach their goals.
    [Show full text]
  • Goal Setting: a Fresh Perspective
    An Oracle White Paper June 2012 Goal Setting: A Fresh Perspective Goal Setting: A Fresh Perspective Introduction ....................................................................................... 1 The Importance of Goal Development to the Organization ................ 2 Where Goals Fit into the Performance Management Process........ 2 Why Are Great Goals More Important than Ever to Business? ...... 2 Why Are Great Goals Important to Employees? ............................ 3 What Do Great Goals Look Like? .................................................. 4 Cascading and Aligning Goals ........................................................... 5 Cascading Goals ........................................................................... 5 Aligning Goals ............................................................................... 8 Writing SMART Goals ..................................................................... 10 What Are SMART Goals? ............................................................ 10 A Word About Metrics .................................................................. 11 Writing SMART Goals Example ................................................... 12 Writing SMART Goals Practice Worksheet .................................. 13 Solution: Writing SMART Goals Practice Worksheet ................... 13 Goals for Business Results and Employee Development ................ 14 Working Together on Development Goals ................................... 14 How Goals Connect to Performance Management .........................
    [Show full text]
  • Effects of an Individual Goal-Setting Intervention on Goal Orientation, Self-Confidence, and Riving Accuracy in Average Golfers: a Quantitative Design
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2006 Effects of an Individual Goal-Setting Intervention on Goal Orientation, Self-Confidence, and Riving Accuracy in Average Golfers: A Quantitative Design Michael Scott Shivetts Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Shivetts, Michael Scott, "Effects of an Individual Goal-Setting Intervention on Goal Orientation, Self-Confidence, and Riving Accuracy in verageA Golfers: A Quantitative Design" (2006). Electronic Theses and Dissertations. 99. https://digitalcommons.georgiasouthern.edu/etd/99 This thesis (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. THE EFFECTS OF AN INDIVIDUAL GOAL-SETTING INTERVENTION ON GOAL ORIENTATION, SELF-CONFIDENCE, AND DRIVING ACCURACY IN AVERAGE GOLFERS: A QUANTITATIVE DESIGN by MICHAEL S. SHIVETTS (Under the Direction of A. Barry Joyner) ABSTRACT The purpose of this study was to examine the effects of a four week individual goal- setting intervention program on driving accuracy performance, state self-confidence, and goal orientation in average golfers. The participants were obtained from two intermediate golf physical activity classes ( n = 43). The experimental group ( n = 20) was educated on all aspects of proper goal-setting while the control group ( n = 23) was asked to do their best. The Sport Orientation Questionnaire (SOQ; Gill, & Deeter, 1988) was used to measure overall goal orientation.
    [Show full text]
  • Goal Setting, Motivation, and Character 3 Moving from Dreams to Plans to Action
    Goal Setting, Motivation, and Character 3 Moving from Dreams to Plans to Action ACTIVATE YOUR THINKING Reflection 3.1 LEARNING GOAL How would you define the word “successful”? To help you set and strive for meaningful goals and maintain your motivation to reach those goals. What Does Being “Successful” Mean to You? “Achieving a desired outcome” is how success is commonly defined. The word success derives from the Latin root successus, meaning “to follow or come after” (as in the Student word succession). Thus, by definition, success involves an order or sequence of ac- Perspective tions that lead to a desired outcome. The process starts with identifying an end (goal) “Stopping a long pattern of and then finding a means (sequence of steps) to reach that goal (achieving success). bad decision-making and Goal setting is the first step in the process of becoming successful because it gives setting positive, productive you something specific to strive for and ensures that you start off in the right direc- priorities and goals.” —College sophomore’s answer to tion. Studies consistently show that setting goals is a more effective self-motivational the question “What does being strategy than simply telling yourself that you should try hard and do your best successful mean to you?” (Boekaerts, Pintrich, & Zeidner, 2000; Locke & Latham, 1990). By setting goals, you show initiative—you initiate the process of gaining control of your future and taking charge of your life. When you take initiative, you demon- strate what psychologists call an internal locus of control: you believe that the locus (location or source) of control for events in your life is inside of you, rather than “I’m a great believer in luck, being external, or outside of you and beyond your control—for instance, determined and I find the harder I work by such factors as innate ability, luck, chance, or fate (Rotter, 1966; Carlson, Buskist, the more I have of it.” Heth, & Schmaltz, 2007).
    [Show full text]