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ERIC Number: ED567267
Record Type: Non-Journal
Publication Date: 2014
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6762-3
Adolescents' Perceptions of Research-Based Goal Setting in the Writing Process: A Qualitative Analysis of Students' Opinions
Levandowski, Douglas Oliver
ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey - New Brunswick
This qualitative case study examined participants' perceptions of research-based goal setting in the writing process. Specifically, the five participants learned how to generate and then used implementation intentions to set goals and state how they would reach those goals in a simulated classroom setting. In addition, this study examined how participants' motivational structures corresponded with their opinions and uses of these goal-setting strategies. Participants indicated that, for the most part, they felt that research-based goal setting, as it was implemented in this study, was helpful in improving their writing--though the effect of this strategy decreased when they felt rushed. In terms of the specific structure of the implementation intentions, one participant was resistant to use the strategy and one participant felt that having to state implementation intentions were excessive; she felt that simply setting a goal was adequate. These two differences of opinion from the other three participants corresponded to different general motivation orientations. These motivation orientations, thus, tended to correspond with differing use, both in application and in form, of goal setting and implementation intentions. However, this study also found that participants' motivation orientations were, in general, too complex to be placed in a single cell of the 3x2 motivation orientation matrix. In addition, this study found that all participants tended to set goals based directly on teacher feedback. It demonstrated that goal setting, when conducted in the context created by the SAT writing course and in accord with what researchers have identified as best practices, is perceived by adolescents as being helpful and worthwhile. The study concludes by addressing the implications for educational practice and the avenues for potential future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: SAT (College Admission Test)