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Adolescents’ perceptions of research-based goal setting in the writing process
Descriptive
TitleInfo
Title
Adolescents’ perceptions of research-based goal setting in the writing process
SubTitle
a qualitative look at students' opinions
Name
(type = personal)
NamePart
(type = family)
Levandowski
NamePart
(type = given)
Douglas Oliver
DisplayForm
Douglas Levandowski
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Belzer
NamePart
(type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Boling
NamePart
(type = given)
Erica
DisplayForm
Erica Boling
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Beickelman
NamePart
(type = given)
Frank
DisplayForm
Frank Beickelman
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2014
DateOther
(qualifier = exact);
(type = degree)
2014-01
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This 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.
Subject
(authority = RUETD)
Topic
Literacy Education
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_5263
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
xii, 151 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Douglas Oliver Levandowski
Subject
(authority = ETD-LCSH)
Topic
Literacy
Subject
(authority = ETD-LCSH)
Topic
Teenagers--Attitudes
Subject
(authority = ETD-LCSH)
Topic
Composition (Language arts)
Subject
(authority = ETD-LCSH)
Topic
Education--Aims and objectives
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T34M92N9
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Levandowski
GivenName
Douglas
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2013-12-31 20:33:26
AssociatedEntity
Name
Douglas Levandowski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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