The effect of training in self-set goals vs. assigned goals on achievement behaviors, self-efficacy and transfer of training.
Item
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Title
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The effect of training in self-set goals vs. assigned goals on achievement behaviors, self-efficacy and transfer of training.
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Identifier
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AAI9119667
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identifier
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9119667
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Creator
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Pisano, Leonard Vincent.
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Contributor
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Adviser: Marian Fish
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Date
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1991
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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The purpose of the present study was to extend the work of Bandura and Schunk on goal-setting and achievement behaviors. The effects of training in self-set proximal goal-setting were compared with an assigned goal-setting group and control conditions for both training and transfer of training experimental phases. Eighty regular elementary education 2nd-4th grade minority group students were randomly assigned to one of four treatment groups. Group 1 was assigned proximal goals on a self-directed math packet. Group 2 was given training in self-set proximal goal-setting prior to setting their own goals on a self-directed math pocket. Group 3 served as a control group only receiving pretests and posttests. Group 4 received exposure to the math packet with no mention of goals. In phase 2 all four groups were given a choice to set their own proximal goals on a similar transfer of training task.;It was hypothesized that the self-set group would have a more positive impact on the dependent variables when compared with the assigned group or other control groups. This was for both the training and transfer of training phases.;The dependent variables reflected achievement behaviors regarding the level of self-efficacy, achievement skill, intrinsic interest and number of worksheets completed for each treatment group (for phase 1 and 2). An ANCOVA with 2 covariate pretest scores and a priori contrasts was utilized to analyze results. The intrinsic interest measure analysis was modified to a linear logistic regression analysis.;The results did not support the major predicted hypotheses. The results of goal-setting training did not demonstrate any superiority between treatments or efficacy of either treatment when compared with the control groups. This was evident for both phases 1 and 2. The impact of increased commitment and responsibility as part of the self-set goal-setting process as viewed from a cognitive social-learning orientation was not supported by this study with this sample population.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
