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ERIC Number: EJ1104133
Record Type: Journal
Publication Date: 2015
Pages: 32
Abstractor: As Provided
ISSN: ISSN-1918-5227
Goal Setting Support in Alternative Math Classes: Effects on Motivation and Engagement
Buzza, Dawn C.; Dol, Melissa
Exceptionality Education International, v25 n1 p35-66 2015
Helping low-achieving students with learning disabilities and/or emotional-behavioural difficulties to develop the component skills for Self-Regulated Learning (SRL), such as setting and monitoring learning goals, is important for their success, both in and beyond school. This study examined the effects of a goal setting intervention on self-efficacy, motivational beliefs, and academic engagement in alternative Grade 10 mathematics classes for learners with special needs. The teacher modeled and scaffolded students' writing of daily learning goals throughout a one-semester mathematics course, with the goal of increasing student engagement and self-efficacy in mathematics. Research questions focused on changes in students' engagement, learning behaviours, and math-related motivational beliefs during the course, as their goal statements became more focused and descriptive. Although individual variability in responses to motivation and self-efficacy measures typified the data from this small sample of learners, the goal-setting intervention appeared to help most students to stay engaged in achievement-oriented classroom behaviour.
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 10; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A