Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This experiment tested the hypothesis that participation in goal setting enhances self-efficacy and skills. Subjects were sixth-grade children who previously had been classified as learning disabled in mathematics. Children received subtraction training that included instruction and practice opportunities over several sessions. Some children set proximal performance goals each session, others had comparable proximal goals assigned, and children in a third condition received the training but no goals. Although proximal goals promoted motivation more than no goals, participation in goal setting led to the highest self-efficacy and subtraction skill. Implications for teaching are discussed.
Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children
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Created on 2/24/2011
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Additional Information
- Publication
- Journal of Special Education, 19, 307-317.
- Language: English
- Date: 1985
- Keywords
- Goals, Children with learning disabilities, Inclusive goal setting, Student participation, Middle school students, Mathematics instruction