Home
Resource
Adolescents’ perceptions of research-based goal setting in the writing process
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(1.43 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Levandowski, Douglas Oliver. Adolescents’ perceptions of research-based goal setting in the writing process. Retrieved from https://doi.org/doi:10.7282/T34M92N9

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleAdolescents’ perceptions of research-based goal setting in the writing process
NameLevandowski, Douglas Oliver (author); Belzer, Alisa (chair); Boling, Erica (internal member); Beickelman, Frank (outside member); Rutgers University; Graduate School of Education
Date Created2014
Other Date2014-01 (degree)
SubjectLiteracy Education, Literacy, Teenagers--Attitudes, Composition (Language arts), Education--Aims and objectives
Extentxii, 151 p. : ill.
DescriptionThis qualitative case study examined participants’ perceptions of research-based goal setting in the writing process. Specifically, the five participants learned how to generate and then used implementation intentions to set goals and state how they would reach those goals in a simulated classroom setting. In addition, this study examined how participants’ motivational structures corresponded with their opinions and uses of these goal-setting strategies. Participants indicated that, for the most part, they felt that research-based goal setting, as it was implemented in this study, was helpful in improving their writing – though the effect of this strategy decreased when they felt rushed. In terms of the specific structure of the implementation intentions, one participant was resistant to use the strategy and one participant felt that having to state implementation intentions were excessive; she felt that simply setting a goal was adequate. These two differences of opinion from the other three participants corresponded to different general motivation orientations. These motivation orientations, thus, tended to correspond with differing use, both in application and in form, of goal setting and implementation intentions. However, this study also found that participants’ motivation orientations were, in general, too complex to be placed in a single cell of the 3×2 motivation orientation matrix. In addition, this study found that all participants tended to set goals based directly on teacher feedback. It demonstrated that goal setting, when conducted in the context created by the SAT writing course and in accord with what researchers have identified as best practices, is perceived by adolescents as being helpful and worthwhile. The study concludes by addressing the implications for educational practice and the avenues for potential future research.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Douglas Oliver Levandowski
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T34M92N9
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024