How Student-Led Goal Setting and Self-Monitoring of Progress Impacts SelfEfficacy Among Third Graders at an International School in Eastern Europe
Year: 2016
Type: article
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.
Author: Jessica Rose Stoll
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2479260061