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Master's Thesis (Action Research Report)
The Effect of Goal Setting and Student Self-Reflection on Motivation and On Task Behavior in the Upper Elementary Public Montessori Environment
Available from: St. Catherine University
Action research, Americas, Goal (Psychology), Goal setting, North America, Public Montessori, United States of America, Upper elementary
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Abstract/Notes: The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.
Language: English
Published: St. Paul, Minnesota, 2018
Master's Thesis (Action Research Report)
"What are the Effects of Goal-Setting on Motivation and Academic Achievement in a Fourth Grade Classroom?"
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to study the effects of goal-setting as a strategy on student motivation and academic achievement in a fourth-grade classroom. The study was performed at a rural public elementary school in South Carolina, consisting of eighteen students in a general education classroom. This study used a preassessment/post-assessment set-up in order to collect data for math achievement and reading comprehension. An attitude survey was used to collect data on student’s motivation towards academic work. The data shows that the goal-setting strategy had a positive effect on math achievement and motivation towards academic work and may have an effect on reading comprehension.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Follow the Child: A Goal for Contemporary Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 4
Date: 1986
Pages: 3–6
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Abstract/Notes: Talk given at 1985 Summer Institute, San Francisco
Language: English
ISSN: 0519-0959
Article
Social Integration as a Goal of Developmental Rehabilitation of Handicapped Children
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1984, no. 1
Date: 1984
Pages: 7–10
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Abstract/Notes: With introduction by M.E. Stephenson
Language: English
ISSN: 0519-0959
Article
Goals of Education for the 20th Century
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 3
Date: 1980
Pages: 37–40
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Abstract/Notes: Lecture given at the University of Johannesburg, South Africa
Language: English
ISSN: 0519-0959
Master's Thesis
Do Goal Setting and Student-Directed Learning Lead to Gains in Self-Motiviation and Academic Performance?
Available from: MINDS@UW River Falls
Academic achievement, Autonomy in children, Goal (Psychology), Goal setting, Montessori method of education
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Abstract/Notes: Self-directed learning (SDL) has been gaining popularity in recent years, particularly with adult learners. However, research has indicated that it can be an effective means to educate younger students within a variety of disciplines. The purpose of this study is to identify the impact of student-directed learning through goal setting on academic performance and self-determination in lower elementary students. The researcher hypothesized that allowing students to self-direct their learning through goal setting would result in higher self-determination and improved academic performance. Researchers measured the progress of 15 students towards self-selected goals and compared their results to self-determination scores before and after the intervention. 77% of participants showed quantitatively measurable improvement of academic performance in their selected goal. 100% of participants showed qualitatively measurable improvements of academic performance in their selected goal. There was no evidence found to support that self-directed learning leads to higher self-determination, nor was their evidence found to support that self-determination leads to improved academic performance. This study provides evidence that student-directed learning implemented with student-selected goals in multiple academic areas leads to higher academic performance related to self-selected goals.
Language: English
Published: River Falls, Wisconsin, 2021
Master's Thesis (Action Research Report)
The Effects of Goal Setting on Student Work Completion in a Lower Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Americas, Goal setting, Lower elementary, Montessori method of education, North America, Public Montessori, United States of America
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Abstract/Notes: This investigation explored if and how direct instruction on goal-setting and working toward a goal over a four-week period impacted the number of activities students independently completed in class. The amount of math and language work completed and the way the participants felt about their ability to manage their time and goals were measured and evaluated. The study took place at a diverse elementary school in the Midwest. The classroom involved is the only Montessori lower elementary classroom in the district. The 26 students were ages 6-9 at the time of the study. Students were taught how to set a goal and work toward that goal. They also planned for challenges and how to overcome those challenges. Students checked in with their teacher and peers daily to reflect and report how focused they were in regards to achieving the goal they set. Students were observed, data was collected about the type and amount of work completed, students were rated by a peer accountability partner daily, and students completed a pre and post-self-assessment about setting goals and how competent they felt in doing so. The results of the study showed that while the amount of work did not increase, students reported feeling more confident in their ability to set goals and use strategies to stay on task and on-task behavior increased. Direct instruction in goal setting enabled students to feel more confident in selecting a goal and working toward it. They gained tools for staying focused during work times. They were able to use these tools to be on task more frequently than before the intervention. Teachers may want to choose to include direct goal setting in their practice. Further studies may want to track data for a longer period of time to see if work output also would increase.
Language: English
Published: St. Paul, Minnesota, 2020
Article
The Montessori System Compared to the Goals Set Out by Philosopher Comenius
Publication: The National Montessori Reporter
Date: 1988
Pages: 10–11
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Language: English
Article
Goals of a Montessori Education
Publication: Montessori NewZ, vol. 44
Date: Dec 2006
Pages: 7
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Language: English
Article
Working Toward Our Goals of Excellence
Publication: Montessori Life, vol. 3, no. 2
Date: 1991
Pages: 4
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Language: English
ISSN: 1054-0040