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ERIC Number: EJ1158907
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0307-5079
Examining Students' Self-Set Goals for Self-Regulated Learning: Goal Properties and Patterns
McCardle, Lindsay; Webster, Elizabeth A.; Haffey, Adrianna; Hadwin, Allyson F.
Studies in Higher Education, v42 n11 p2153-2169 2017
Task-specific goals play a critical role in self-regulated learning, yet little research has examined students' self-set goals for authentic study sessions. We propose high-quality goals that are useful for guiding task engagement and evaluating progress are specific about (a) time, (b) actions, (c) standards, and (d) content. In Study 1, we examined characteristics of students' self-set goals. Five categories were created to describe students' goals relative to the features of a high-quality goal. Students rarely included specific information regarding actions, standards, or content. In Study 2, we examined patterns of change in quality of self-set goals across a semester in which students were in a learning-to-learn course. Improvements in goal quality were either inconsistent or non-existent. Implications of vague goals for regulating learning are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A