NotesFAQContact Us
Search Tips
ERIC Number: ED406953
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Effects of Goal-Setting Instruction on Self-Efficacy for Self-Regulated Learning (SESRL) in Undergraduate Classrooms.
Schwartz, Linda; Gredler, Margaret
A study investigated the effects of instructional materials for goal-setting on students' goal-analysis skill, goal-setting habits, and self-efficacy for self-regulated learning (SESRL). Subjects were 75 junior and senior college students in a required health science course, randomly assigned to use either one of two sets of self-instructional materials: (1) goal-setting studies or (2) case studies in health science. Both groups were pre- and posttested on SESRL and goal-setting, and posttested on goal analysis skill. Instruction for each group lasted 4 weeks. Posttest results indicated that goal-setting instruction was efficient and effective in teaching basic concepts about the nature and purposes of goals, types of goals, and the qualities of effective goals. The treatment group outperformed the control group on the goal-analysis posttest. Instruction did not affect goal-setting habits significantly; several possible explanations are offered. However, the group receiving goal-setting instruction scored significantly lower than the control group on the SESRL measure, an unanticipated finding, suggesting the need for further research. (Contains 23 references.) (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A