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dc.contributor.authorCarr, Stacy
dc.date.accessioned2018-05-31T17:50:45Z
dc.date.available2018-05-31T17:50:45Z
dc.identifier.urihttp://hdl.handle.net/10898/5130
dc.description.abstractABSTRACT STACY COKER CARR GOAL SETTING THEORY IN ACTION Under the direction of ANDREW GRUNZKE, Ph.D. In education, there is a need to find strategies and tools to increase self-efficacy, motivation, and reading proficiency in students. The purpose of this study was to explore the effects of an established goal-setting process in an elementary school with a high population of economically disadvantaged students. This case study was governed by two research questions concerning the effects of goal-setting. Data was collected through semi-structured interviews with faculty, focus group interviews with students, and document analysis of student goals and reading fluency scores. Using Locke’s goal-setting theory, the researcher incorporated thematic and content analysis. Three deductive interpretive themes emerged: Self-Empowerment, Thinking Deeper, and Life Skills. Three inductive interpretive themes emerged: “What You Can Be, Not What You Are; It Takes A Village; and Everyone Has A Voice. The results of this study showed that a consistent goal-setting process had a positive effect on student self-efficacy, motivation, and reading proficiency when the goals are specific, measurable, achievable, reasonable, timely, and challenging.
dc.subjectMercer University -- Dissertations
dc.subjectCollege of Education
dc.titleGoal Setting Theory In Action
dc.typeText
dc.date.updated2018-04-24T16:03:14Z
dc.language.rfc3066en
refterms.dateFOA2020-09-29T13:42:41Z


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