Goal Setting and Its Application With Exceptional Learners

Johnson, LeAnn A.; Graham, Steve

doi:10.1080/1045988x.1990.9944567

Cited by 10 publications

(7 citation statements)

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“…Across a diverse range of tasks from increasing productivity to losing weight, goal setting has been shown to be an extremely powerful tool (Johnson & Graham, 1990;Locke, Shaw, Saari, & Latham, 1981). One reason goal setting is so effective is that goals work to enhance motivation.…”

Section: Dimensions Of Goal Settingmentioning

confidence: 99%

“…Goal• difficulty refers to how challenging a goal is for a specific person. Challenging goals lead to better performance than easy goals; goals that can be achieved with little or no effort provide little incentive to mobilize effort or resources (Johnson & Graham, 1990). As Masters, Furman, and Barden (1977) accurately noted, "Any standard provides an incentive for improvement only until it is reached" (p. 218).…”

Section: Difficultymentioning

confidence: 99%

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Developing Self-Regulated Learners

Graham¹,

Harris²,

Reid³

1992

focusXchild

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An important characteristic of human beings is our ability to understand and regulate our own behavior. Theologians, philosophers, and psychologists have long viewed self-control as a distinguishing characteristic of the human species, and for a variety of religious, political, philosophical, and practical reasons, the call to personally cultivate self-understanding and self-control has been sounded repeatedly throughout the ages (Zimmerman & Schunk, 1989). The philosopher Aristotle, for instance, praised the virtues of self-awareness. Likewise, the notable American statesman and inventor Benjamin Franklin was a staunch proponent of self-regulation. He used an assortment of self-regulation procedures in his own struggles for self-improvement. At one point during his life, he defined 13 virtues (e.g., temperance, order) that he wished to develop, established the goal of increasing each virtue in tum during the space of a week, monitored instances of success and failure, and recorded the daily results. If, at the end of the week, no offenses were recorded against the virtue, he extended his goal to include the next virtue listed (cf. Zimmerman & Schunk, 1989). Students with special needs can use the same types of self-regulation procedures to improve their academic performance and interactions in social situations (cf. Gresham, 1985; Hallahan & Sapona, 1983; Harris, 1982; Harris & Graham, in press a). They can apply selfregulation procedures such as goal setting, self-monitoring (which includes self-assessment and self-recording of performance), self-instructions, and contingent self-reinforcement to academic tasks. THE RATIONALE FOR SELF-REGULATION People use self-regulatory procedures such as goal setting, self-monitoring, and selfevaluation to help them accomplish specific tasks. Just as self-regulation procedures such as goal setting can be used to organize a person's overall approach to a task, they also can play a contributing, but less persuasive, role in how a person accomplishes a task. Self-regulatory mechanisms often are combined (as basic building blocks), for instance, with other cognitive routines to form a program for accomplishing a specific task (Brown & Campione, 1981). Scardamalia and Bereiter (1985) suggested that in addition to contributing to the immediate accomplishment of a task, self-regulatory mechanisms can further contribute to development.

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Section: Dimensions Of Goal Settingmentioning

confidence: 99%

Section: Difficultymentioning

confidence: 99%

Developing Self-Regulated Learners

Graham¹,

Harris²,

Reid³

1992

focusXchild

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“…Difficulty refers to how challenging a goal is to an individual. Goals that an individual perceives as easy to attain do not motivate learners (Johnson & Graham, 1990).…”

Section: Difficultymentioning

confidence: 99%

Self-regulatory training for helping students with special needs to learn mathematics

Kang¹

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Previous research suggests that self-regulation interventions are effective in improving students' self-regulatory skill and school performance in a wide variety of educational domains. Inspired by social cognitive theory (Schunk & Zimmerman, 1997) and goal setting theory (Locke & Latham, 1990), I designed, implemented, and examined the beneficial impact of a two-part intervention to teacher effective self-regulation (i.e., goal setting and self-reflection) of 62 high school students with special needs (40 males, 22 females) during in-class math instruction. Results indicate that the two-part intervention led to high self-efficacy judgments and to better math performance compared to students with special needs who were randomly assigned into a delayedtreatment control group. Students in the intervention group also perceived the math instruction they received more positively. Results also show that, after participating in the intervention, all participants students with special needs increased their variety of selfregulatory strategies, and attributed their performance to more controllable (e.g., effort, strategy) causes. The gains in self-regulatory strategies and adaptive attributions, while significant in their own right, helped students experience a significant gain in their postintervention math performance as well.

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“…Challenging goals lead to better performance than easy goals; goals that can be achieved with little or no effort provide little incentive to mobilize effort or resources (Johnson & Graham, 1990). As Masters, Furman, and Barden (1977) accurately noted, "Any standard provides an incentive for improvement only until it is reached" (p. 218).…”

Section: Difficultymentioning

confidence: 99%

Section: Dimensions Of Goal Settingmentioning

confidence: 99%

Developing Self-Regulated Learners

Graham¹,

Harris²,

Reid³

1992

Exceptional

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An important characteristic of human beings is our ability to understand and regulate our own behavior. Theologians, philosophers, and psychologists have long viewed self-control as a distinguishing characteristic of the human species, and for a variety of religious, political, philosophical, and practical reasons, the call to personally cultivate self-understanding and self-control has been sounded repeatedly throughout the ages (Zimmerman & Schunk, 1989). The philosopher Aristotle, for instance, praised the virtues of self-awareness. Likewise, the notable American statesman and inventor Benjamin Franklin was a staunch proponent of self-regulation. He used an assortment of self-regulation procedures in his own struggles for self-improvement. At one point during his life, he defined 13 virtues (e.g., temperance, order) that he wished to develop, established the goal of increasing each virtue in tum during the space of a week, monitored instances of success and failure, and recorded the daily results. If, at the end of the week, no offenses were recorded against the virtue, he extended his goal to include the next virtue listed ( cf. Zimmerman & Schunk, 1989).Students with special needs can use the same types of self-regulation procedures to improve their academic performance and interactions in social situations (cf. Gresham, 1985;Hallahan & Sapona, 1983;Harris, 1982; Harris & Graham, in press a). They can apply selfregulation procedures such as goal setting, self-monitoring (which includes self-assessment and self-recording of performance), self-instructions, and contingent self-reinforcement to academic tasks. THE RATIONALE FOR SELF-REGULATIONPeople use self-regulatory procedures such as goal setting, self-monitoring, and selfevaluation to help them accomplish specific tasks. Just as self-regulation procedures such as goal setting can be used to organize a person's overall approach to a task, they also can play a contributing, but less persuasive, role in how a person accomplishes a task. Self-regulatory mechanisms often are combined (as basic building blocks), for instance, with other cognitive routines to form a program for accomplishing a specific task (Brown & Campione, 1981 ). Scardamalia and Bereiter ( 1985) suggested that in addition to contributing to the immediate accomplishment of a task, self-regulatory mechanisms can further contribute to development. FOCUS ON EXCEPTIONAL CHILDREN FEBRUARY 1992of the cognitive system. The use of self-assessment, for example, generates information that may change how a person approaches a task. These uses of self-regulation can be illustrated further by examining several real-life examples. First, a runner we know uses goal setting to organize and direct her running program. She sets weekly distance goals, monitors her progress daily, and reinforces herself with praise or more concrete rewards when she meets her goals. Second, many children we have observed use self-regulation procedures in combination with task-specific cognitive strategies to help them accomplis...

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Goal Setting and Its Application With Exceptional Learners

Cited by 10 publications

References 15 publications

Developing Self-Regulated Learners

Developing Self-Regulated Learners

Self-regulatory training for helping students with special needs to learn mathematics

Developing Self-Regulated Learners

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