Examining Students' Self-Set Goals for Self-Regulated Learning: Goal Properties and Patterns

Autor/inn/en	McCardle, Lindsay; Webster, Elizabeth A.; Haffey, Adrianna; Hadwin, Allyson F.
Titel	Examining Students' Self-Set Goals for Self-Regulated Learning: Goal Properties and Patterns
Quelle	In: Studies in Higher Education, 42 (2017) 11, S.2153-2169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1135117
Schlagwörter	Goal Orientation; Achievement Need; Independent Study; Student Characteristics; Learning Strategies; Student Improvement; Behavior Patterns; College Students; Student Surveys + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Collegestudent; Schülerbefragung
Abstract	Task-specific goals play a critical role in self-regulated learning, yet little research has examined students' self-set goals for authentic study sessions. We propose high-quality goals that are useful for guiding task engagement and evaluating progress are specific about (a) time, (b) actions, (c) standards, and (d) content. In Study 1, we examined characteristics of students' self-set goals. Five categories were created to describe students' goals relative to the features of a high-quality goal. Students rarely included specific information regarding actions, standards, or content. In Study 2, we examined patterns of change in quality of self-set goals across a semester in which students were in a learning-to-learn course. Improvements in goal quality were either inconsistent or non-existent. Implications of vague goals for regulating learning are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01