References: Goal Setting & Monitoring

Return to Goal Setting & Monitoring strategy page.


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 Behavio__r, 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.