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The Effect of Individual Student Goal Setting on Reading Achievement and Motivation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Individual Student Goal Setting on Reading Achievement and Motivation./
Author:	DiNello, Anthony.
Description:	1 online resource (76 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379959173

The Effect of Individual Student Goal Setting on Reading Achievement and Motivation.
DiNello, Anthony.

The Effect of Individual Student Goal Setting on Reading Achievement and Motivation. - 1 online resource (76 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (D.Ed.)--University of St. Francis, 2023.

Includes bibliographical references

The purpose of this quasi-experimental study was to determine the examine the effect of individual student goal setting on motivation and reading achievement. The study focused on 50 students in fifth through eighth grade in a rural Midwestern upper elementary school. Upon completion of the Fall Aimsweb Plus Silent Reading Fluency Benchmark Assessment, students created individual goals for the Winter Benchmark and then repeated the process for the Spring Benchmark. The mathematical difference between each student's fall and spring Aimsweb Plus Silent Reading Fluency score, Fall and Spring STAR Assessment score, and 2020-2021 and 2021-2022 Illinois Assessment of Readiness score were used to determine the effect of individual student goal setting and reading achievement. Students completed the Motivated Strategies for Learning Questionnaire prior to setting individual student goals and then again after the Spring Benchmark. The mathematical difference between each student's fall and spring survey results were used determine the effect of individual goal setting and student motivation. The results determined setting individual goals had a statistically significant effect on the STAR Assessment but not statistically significant on the Aimsweb Plus Silent Reading Fluency Assessment and Illinois Assessment of Readiness. Additionally, the results determined to have a statistically significant effect on intrinsic value and self-efficacy but not statistically significant in test anxiety, cognitive strategy use, and self-regulation on the Motivated Strategies for Learning Questionnaire.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379959173Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Elementary schoolIndex Terms--Genre/Form:

554714
Electronic books.

The Effect of Individual Student Goal Setting on Reading Achievement and Motivation.
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520 $a The purpose of this quasi-experimental study was to determine the examine the effect of individual student goal setting on motivation and reading achievement. The study focused on 50 students in fifth through eighth grade in a rural Midwestern upper elementary school. Upon completion of the Fall Aimsweb Plus Silent Reading Fluency Benchmark Assessment, students created individual goals for the Winter Benchmark and then repeated the process for the Spring Benchmark. The mathematical difference between each student's fall and spring Aimsweb Plus Silent Reading Fluency score, Fall and Spring STAR Assessment score, and 2020-2021 and 2021-2022 Illinois Assessment of Readiness score were used to determine the effect of individual student goal setting and reading achievement. Students completed the Motivated Strategies for Learning Questionnaire prior to setting individual student goals and then again after the Spring Benchmark. The mathematical difference between each student's fall and spring survey results were used determine the effect of individual goal setting and student motivation. The results determined setting individual goals had a statistically significant effect on the STAR Assessment but not statistically significant on the Aimsweb Plus Silent Reading Fluency Assessment and Illinois Assessment of Readiness. Additionally, the results determined to have a statistically significant effect on intrinsic value and self-efficacy but not statistically significant in test anxiety, cognitive strategy use, and self-regulation on the Motivated Strategies for Learning Questionnaire.
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