Article
Effects of Goal-Setting Instruction on Academic Engagement for Students At Risk
Career Development and Transition for Exceptional Individuals
(2017)
Abstract
Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to support teachers embedding goal-setting instruction across the academic day. Therefore, the purpose of this study was to investigate the effects of goal-setting instruction on academic engagement for middle school students at risk for academic failure. Results indicated a functional relation between goal-setting lessons and students’ active academic engagement. Limitations, suggestions for future research, and implications for practice are provided.
Keywords
- self-determination,
- high incidence,
- disabilities,
- academics/standards,
- education,
- middle grades,
- single subject,
- research
Disciplines
Publication Date
November 23, 2017
DOI
10.1177/2165143416678175
Citation Information
Dawn A. Rowe, Valerie L. Mazzotti, Angela Ingram and Seunghee Lee. "Effects of Goal-Setting Instruction on Academic Engagement for Students At Risk" Career Development and Transition for Exceptional Individuals Vol. 40 Iss. 1 (2017) p. 25 - 35 ISSN: 2165-1434 Available at: http://works.bepress.com/dawn-rowe/8/