ERIC Number: ED032113
Record Type: RIE
Publication Date: 1968-Jul
Reference Count: 0
Motivational Effects of Individual Conferences and Goal Setting on Performance and Attitudes in Arithmetic. Report from the Project on Situational Variables and Efficiency of Concept Learning.
Kennedy, Barbara J.
This experiment compared the motivational effects of cognitive incentives (goal setting techniques) and investigated these effects combined with social interaction (individual pupil-teacher conferences). Subjects were 48 predominantly Negro, low-socioeconomic status, third and fourth graders from three arithmetic classes, representing high, medium, and low achievement. The children were randomly assigned to a control group or to one of three experimental groups: (1) Do Best subjects simply were told to do their best, (2) Self-Set children stated their goal each week, and (3) Teacher-Set children's weekly goals were set by the teacher. Experimental groups met with the teacher once a week for 6 weeks. Tests and records measured performance, retention, and attitude change. Significant effects due to achievement level were found for acquisition and retention scores. Children attending conferences performed better than those who had not, and children with specific goals performed better than those with general goals. High achievement students reflected positive attitude change, while low achievers reflected negative attitude change. The effects of social and cognitive motives on attitude change were inconclusive. (DR)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.