Goal Setting for Motivation and Self-Efficacy in Elementary Mathematics

Abstract

Goal setting is a skill utilized by adults regularly to foster success. Likewise, many studies have revealed that goal setting may impact academic performance through increasing motivation, self-efficacy, and self-regulation in students. There is ongoing research to determine the best methods for how to assist students in achieving academic success. Goal setting theory indicates that when determining the relationship between setting explicitly high goals and academic performance, there is a positive direct relationship. However, there is a lack of relevant research available for use in the elementary academic setting. This eight-week study sought to determine the effects of goal setting on motivation and self-efficacy in elementary students. The study included 89 students in third and fourth-grade math classes to assist in supporting the need for goal setting in academics. Students in the experimental group were involved with setting an achievement goal for fluency of multiplication facts. The students were able to monitor their progress through a weekly graphing and reflection activity. This study is not yet complete. Upon completion of the study, it is predicted that the students who set and monitored their own goals will show more gains in performance than those that did not. These results would support the ideas behind goal setting theory.