Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems.

1999 ◽  
Vol 91 (2) ◽  
pp. 230-240 ◽  
Author(s):  
Victoria Page-Voth ◽  
Steve Graham
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Strategy Use ◽  
Learning Problems ◽  
Writing Performance

scholarly journals THE EFFECTS OF SELF-REGULATED LEARNING STRATEGIES ON PRESCHOOL CHILDREN’S SELF-EFFICACY AND PERFORMANCE IN EARLY WRITING

2019 ◽  
Vol 11 (2) ◽  
pp. 99
Author(s):  
Siew Siew Kim ◽  
Mariani Md. Nor
Keyword(s):  
Preschool Children ◽  
Learning Strategies ◽  
Goal Setting ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Early Writing ◽  
Self Monitoring ◽  
Writing Performance ◽  
Self Regulated Learning ◽  
Regulated Learning

To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84;  and early writing performance statistically significant (F(1, 72) = 110.801; p < 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p < 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p< 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.

Goal setting, self-efficacy and performance: New research directions

2009 ◽  
Author(s):  
Remus Ilies ◽  
Nikos Dimotakis ◽  
Edwin A. Locke
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Research Directions ◽  
And Performance ◽  
New Research

Predicting Academic Success: Self-Efficacy, Motivation, Expectancy, Goal-Setting, and Social Support

2012 ◽  
Author(s):  
Sarah M. Jackson ◽  
Corey E. Miller ◽  
Nicole Arbuckle ◽  
Brian Michael ◽  
Elizabeth Peyton ◽  
...  
Keyword(s):  
Social Support ◽  
Academic Success ◽  
Goal Setting ◽  
Self Efficacy

Validity of self-efficacy as a predictor of writing performance

1984 ◽  
Vol 8 (2) ◽  
pp. 107-120 ◽  
Author(s):  
Scott Meier ◽  
Patricia R. McCarthy ◽  
Ronald R. Schmeck
Keyword(s):  
Self Efficacy ◽  
Writing Performance

scholarly journals Self-realisation, self-actualisation and self-efficacy concepts theoretical analysis

2021 ◽  
Vol 27 (2) ◽  
pp. 7-15
Author(s):  
Tatyana Petrovna Opekina ◽  
Natalya Sergeevna Shipova
Keyword(s):  
Comparative Analysis ◽  
Theoretical Analysis ◽  
Goal Setting ◽  
Self Efficacy ◽  
Theoretical Study ◽  
The Self ◽  
Social Orientation ◽  
Similarities And Differences ◽  
The Individual ◽  
External Forces

This article presents the results of a theoretical study of self-realisation, self-actualisation and self-efficacy phenomena. The main aspects of understanding and correlating these phenomena in classical and modern Russian and foreign psychology are described. The highlighted concepts related to the phenomenon of self-realisation, both in the field of psychology and pedagogy. The similarities and differences of the self-realisation, self-actualisation, self-efficacy phenomena, as well as their correlation and comparison are presented. A comparative analysis of the studied concepts is given. According to the results of the theoretical analysis, the processes of self-realisation and self-actualisation are based on the inner motivation of a person to grow, develop personality, realise its potential. Both of these processes, due to their subjectivity, are difficult to observe and measure from the outside. We have highlighted the main differences, consisting in a greater awareness and orderliness of the process of self-realisation, as well as its predominantly "social" orientation, while self-actualisation is often associated with the struggle with external forces, the desire for self-realisation is rather approved and supported by the society. The concepts of self-realisation and self-efficacy are united by their inherent representation in the external plane of the life of the individual, as well as awareness, activity, goal-setting, and an orientation towards achieving success. In contrast to self-efficacy, self-release is a process rather than a sustainable phenomenon, and can be expressed both externally and internally through a connection with the value-semantic, motivational spheres of the individual.

scholarly journals AN ANALYSIS OF THE GOAL LEVEL SELECTION AMONG INDONESIAN CUSTOMS OFFICERS

2020 ◽  
Vol 2 (2) ◽  
pp. 105-120
Author(s):  
Dimas Pratama
Keyword(s):  
Locus Of Control ◽  
Organizational Performance ◽  
Goal Setting ◽  
Organizational Support ◽  
Self Efficacy ◽  
Self Esteem ◽  
Past Century ◽  
Work Locus Of Control ◽  
Goal Level ◽  
Individual Variables

Goal-setting is an essential tool to improve individual and organizational performance. The study about goal-setting has been done immensely in the past century. However, research on goal-setting is rarely conducted in Indonesia's Public sector, especially in Customs and Excise work environment. A survey of Indonesian Customs is carried out to examine the correlation between individual variables that are self-esteem, work locus of control, self-efficacy, supervisor's support, anticipated reward, and other organizational support with employee goal level selection. 45 merchandise goods-related document analysts and goods inspectors are included in the survey, where a small experiment is administered by asking the respondent to set their target independently. Using the Spearman correlation analysis, the result indicated that only work locus of control has a significant negative association with goal-level selection, particularly promotion and job acquisition subscales. Self-esteem and self-efficacy are found not significantly correlated with goal-level selection, and so are support from supervisors, office environment, and monetary reward.     

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