References: Goal Setting & Monitoring

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References

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.

Burnett, P. C. (2002). Teacher praise and feedback and students' perceptions of the classroom environment. Educational Psychology, 22(1), 5-16.

Chevalier, N., & Blaye, A. (2009). Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility. Developmental Psychology, 45(3), 782.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.

Garcia, T., & Pintrich, P. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. In D.H. Schunk and B.J. Zimmerman (Eds.), Self-regulation of Learning and Performance: Issues and Educational Applications (pp. 127-153). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Khalid, H. A. & Hollingsworth, M. A. (2017). Effect of economic level on students goal setting. International Journal of Humanities and Social Science Invention, 6(9), 76-84.

Meader, P. (2000). The effects of continuing goal-setting on persistence in a math classroom. Focus on Basics, 4, 7-10.

Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. New York, NY: Guilford Publications.

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?. Journal of Educational Psychology, 100(4), 765.

Vanderbilt, A. A. (2005). Designed for teachers: How to implement self-monitoring in the classroom. Beyond Behavior, 15(1), 21-24.

West, R. L., Welch, D. C., & Thorn, R. M. (2001). Effects of goal-setting and feedback on memory performance and beliefs among older and younger adults. Psychology and Aging, 16(2), 240.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.