DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT

The Impact of Goal Setting on Student Engagement Lori Welty Touro University California, School of Education

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Introduction

Background and Need Salvador Elementary School was awarded a Federal Magnet Grant in fall 2010. The goal of the grant was to reduce minority isolation through the development of a unique, specialized program that would appeal to higher income Caucasian students. The theme selected for the school is Visual and Performing Arts School with an emphasis on arts integration. In an effort to meet grant requirements of increased standardized test scores and meet the needs of this lowincome student population, many strategies were implemented. First, tenured teachers with expertise and leadership experience were hired with the goal of supporting increased student achievement. As indicated by funding makes a difference when the funding is closest to the instruction of students (Darling-Hammond 2010), Teacher expertise, knowledge, experience and degrees earned have the greatest impact on student achievement. Second, over half of the Salvador students were performing below a proficient level in reading. Concentrated effort was needed among teachers and students to increase reading levels. Scholastic Systems 44 Software Program, with proven results in Napa Valley Unified School District, was purchased and implemented. Systems 44 helps meet the needs of students in both general education and special education through a Response to Intervention (RTI) approach, a systematic framework for allocating instructional services and resources in response to students individual needs. In an effort to support increased student achievement, 90% of second, third and fourth grade Salvador students were enrolled in the Scholastic Read 180 or Systems 44 software intervention program. Daily intervention was provided for thirty minutes to one and one half hours per day depending on the level of support needed from the group. Research within Napa Valley Unified School District has shown with consistent implementation, reading growth was

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT inevitable; however, the impact of the teacher influenced the percentage of growth during a given period of time. As the implementation process began, students participated with a low level of interest and motivation. If students are not motivated, it is difficult, if not impossible, to improve their academic achievement, no matter how good the teacher, curriculum, or school is (Usher, Alexandra; Kober, Nancy, 2012). Increasing student motivation must be the first step of the process in improving engagement and academic achievement. Students beliefs can affect their motivation. For example, students who believe they have a limited capacity to learn or feel they are unlikely to succeed often have problems with motivation. (Usher, A; Kober, N, 2012). A popular framework for examining motivation is to divide motivation into two components, intrinsic (internal) and extrinsic (external) motivation. Extrinsic motivation is associated with lower need levels, while intrinsic motivation is associated with higher need levels in Maslows Hierarchy of Needs. There has been considerable debate about the relative importance of intrinsic and extrinsic motivation in academic achievement. Now there is an

emerging consensus that both components of motivation play an important role in the classroom, and that the two interact to determine student engagement. When setting goals, students must have control over the process. If students have a low level of motivation and need support in goal setting, the goals should at least be founded in the students internal, intrinsic motivation. This is important because research has shown that the actual goals themselves can affect student achievement levels. If students arent motivated, it is difficult, if not impossible, to improve their academic achievement, regardless of the teacher, curriculum or school (Usher, A; Kober, N, 2012).

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT It became evident each morning that increased motivation was necessary for prolonged

engagement. Whats wrong with them? I wondered. I always thought you coped with failure or you didnt cope with failure. I never thought anyone loved failure. Were these alien children or were they on to something? (Dweck, 2007). The environment at home and the students life experiences were affecting progress. Their mindset must be changed. The fixed mindset makes you concerned with how youll be judged; the growth mindset makes you concerned with improving (Dweck, 2007). To enhance our students level of motivation, we must work on developing their mindset. Through support, classroom and school culture these students can develop a growth mindset. Goal setting alone is unlikely to change the mindset; there must be additional structures within the school culture to shift the mindset from a fixed mindset to a growth mindset. Often times, change require may require multiple reforms to shift the behavior.

Statement of the Problem Salvador students are achieving below proficient levels in reading and need additional support to improve. Scholastic Systems 44 and Read 180 intervention software and instructional support were provided to improve the students reading levels. As students began working through the programs they showed less motivation and engagement than the average academic student. With a lack of student interest and engagement, the classroom structure needed to be adjusted to enhance student motivation. Given the importance of increasing standardized test scores and the need to recruit a higher income population while reducing minority isolation, it became evident that increased engagement and academic achievement among these students was critical to the success of the magnet program and the future of the school. Additional strategies were needed to increase the students motivation and engagement levels. It was decided school-wide that goal setting might help the Salvador students increase

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT their interest in their academic progress. Students were given the opportunity to set their own academic goals in the reading intervention classes. The students needed experience with goal setting before they would be able to exhibit intrinsic motivation in setting and achieving their goals. It was necessary for teachers to provide support and opportunities for students to reflect

on their progress. This would help the students consistently focus on their goals, develop a level of intrinsic motivation and work toward achieving the goals. Purpose of the Study The purpose of this study is to change the mindset of these low-income, low performing students. Through student goal setting and reflection on his or her progress, the objective is to increase student motivation, engagement and academic achievement.

Research Questions Research Question 1. To what extent will student goal setting influence student engagement? Research Question 2. How does student empowerment in goal setting impact motivation? If the student sets the goal versus the teacher, will the student be more motivated to learn? Research Question 3. To what degree does student goal setting enhance cognitive engagement and academic achievement?

Review of the Literature Introduction The purpose of this project is to determine if student goal setting positively affects student motivation and achievement. The literature review addresses areas related to student engagement through goal setting. The first section will address research related to goal setting in

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT the elementary classroom. The second section will focus on research about goal setting and its impact on student engagement. Through research on goal setting and student engagement, content will be evaluated for student goal setting versus teacher goal setting. Additionally, the research will be reviewed based on the impact of students setting verbal goals versus written

goals. Finally, the third section will identify connections to cognitive engagement and academic achievement. Theme 1: Goal Setting in the Elementary Classroom Goal setting in the classroom can foster intrinsic motivation. Extrinsic motivation has been used in education and is an ineffective long-term approach in motivating students. Intrinsic motivation is the most effective factor in motivating students. Incorporating choice can be a motivating factor (Katz and Assor 2006). Short and long-term goals attempt to improve purpose. In an action research report on goal setting, it was determined that task persistence or perseverance is more likely to occur if students set goals and reflect on their success. It was concluded that intrinsic motivation increases mastery, autonomy and purpose. (Pink, 2010). By supporting intrinsic motivation through goal setting, students develop a sense of purpose for their lessons. It is apparent that goal setting enhanced the level of intrinsic motivation and, therefore, focused student learning (Fitch 2013). In essence, there are four major components that are linked to motivation. Students are more likely to engage if the student has autonomy, interest, sense of belonging and is working at a level in which he feels confident in achieving success (Usher & Kober). Theme 2: Goal Setting and its Effect on Student Engagement and/or Learning Based on research behind goal setting, motivational theory aligns students interests with realistic yet challenging goals. University of Michigan researchers determined that students with

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT a mastery goal mindset exhibit deeper cognitive processes and manage challenges; whereas, performance oriented students may not exhibit as much effort in achieving goals when performance is relative to others given the fear of failure (Destin & Oyserman, 2010). Students must view the goal as realistic and have the control to achieve success. A considerable factor in the success of student goal setting is based on the strategies and the approach in classroom implementation of goal setting. Strategies, such as, goal setting, student journaling self-assessment and student portfolios empower student learning. In addition to these strategies when students are provided with a choice of activities that pique their interest

and are given the opportunity to select a topic, they are more likely to engage. Allowing students to control their learning can be achieved through goal setting and portfolio presentations; this is the most effective management technique for increasing student engagement (Cleve, 2010). However, a more structured approach to goal setting is often needed for students that exhibit low levels of interest and motivation. Though most students interest is enhanced when empowered by choice, other students require self-monitoring and management techniques to achieve an increased level of engagement. Theme 3: Student Empowerment and Motivation - - Reflection in Goal Setting When reflection and self-regulation is incorporated into the goal setting process, the students may experience increased interest. Students should plan, monitor and evaluate their goals in an effort to self-regulate their learning and motivation. This meta-cognitive process of personal awareness, knowledge, and regulation promotes emotional and motivational control of learning (Gaeta, 2013). Additionally, if students select their goal then there is increased motivation and perseverance to achieve the goal. When learners are empowered to develop self-

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT regulated personal learning goals, their focus and motivation increases resulting in the students becoming cognitively engaged (Gaeta, 2013).

There are four dimensions of motivation: competence, control/autonomy, interest/value, and relatedness. Competence is evident if the student believes her or she has the ability to complete the task. Control and autonomy are evident if the student feels in control by seeing a direct link between his or her actions and an outcome and retains autonomy by having some choice about whether or how to undertake the task. Interest or value occurs if the student has some interest in the task or sees the value in completing it. Relatedness happens when completing the task brings the student social awards, such as a sense of belonging to a classroom or other desired social group or approval from a person of social importance to the student. (Sources: Bandura, 1996; Dweck, 2010; Murray, 2011; Pintrich, 2003; Ryan & Deci, 200; Seifert, 2004.) In order for the meta-cognitive process to occur and the four dimensions of motivation to exist, teachers must provide an environment for students to feel valued, have a sense of purpose and be empowered. This can be achieved when a positive approach to goal setting is implemented. Higher motivation is generally linked to better academic performance, conceptual understanding, self-esteem and social interactions (Usher, A., & Kober, N. (2012). Summary Based on the research stated above, it can be concluded that goal setting may have a positive impact on student motivation and engagement, though certain conditions must exist for the goal setting process to be properly implemented and embraced by the student. Students need to have an interest in the area in which learning is applied. Additionally, the task needs to be completed with meaning and purpose. If students are required to compete against their peers

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT when setting and achieving goals, there is decreased motivation. Generally, the student need to self-regulate learning which means the student selects an appropriate goal and has autonomy in

accomplishing the task. If a student has a low level of motivation or limited interest in learning, it may be necessary for a teacher to guide or select a goal, however, a higher level of success is experienced when the student sets the criteria for the goal. Students that set and reach academic goals develop intrinsic motivation and are able to initiate the goal setting process in future academic situations.

Research Methods Project Introduction The lowest performing students were enrolled in Scholastics Phonics Intervention Program. This is a web-based program in which students must engage in thirty minutes per day of online instruction. The instruction is delivered at each students individual reading level. During the initial weeks of intervention support, before goal setting was implemented, students entered the computer lab with a lethargic gate, weary facial expressions, and an apathetic attitude. Students would log onto the program and try to determine ways to decrease their level of engagement. Some behaviors included logging on and off the program, watching videos built into the program, conversing with friends, going to the restroom and attempting to log onto programs other than the Scholastic Reading Intervention Program. They appeared interested in determining ways to avoid instruction. After two weeks of participation on Scholastics Phonics Intervention Program, levels of engagement began to increase. Within the structure of the program, students moved from one level to the next. I began to observe increased student interest as they began moving from one

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level to the next. They would inform me of their progress and talk about their desire to reach the next level. Some students were beginning to indirectly set goals for themselves. The following week, attending the Association for Supervision and Curriculum Development (ASCD) Conference, in Chicago, Illinois provided insight. After participating in a seminar on goal setting and student reflection, it was evident that goal setting may have a positive impact on these students. As stated by Jane Pollock during her presentation at the ASCD conference, Goals can improve student learning, change pedagogical automaticity, and improve communication. Through the implementation of goal setting, there were factors that needed to be considered. With an understanding and knowledge of the students individual needs, would it be more effective for goals to be set by the teacher? On the other hand, was student empowerment in goal setting going to have a more positive impact on student engagement? Should the students verbally set goals or should the goals be written? Many questions needed to be answered before the goal setting process began. The goal setting process must be structured and implemented in a manner that would indeed increase student motivation, engagement and cognitive achievement. Goals can be tailored to recognize that different students may need different types of goals, based on their mindsets and motivational styles. (Usher, A., & Kober, N. (2012). Knowing that a change in the mindset of these students could have a positive effect in all subject areas and throughout the students education, every effort must be taken to implement this process with success. As I was researching the best approach to goal setting, I began collaborating with the intervention teacher at Salvador. She was working with a smaller group of students for two hours per day implementing Scholastic Systems 44 Software and Instructional Program for students needing phonics intervention support and Scholastic Read 180 for students that had

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT mastered Systems 44 and were now increasing their reading and comprehension levels. She

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began instruction about four months prior and had observed similar student behaviors; therefore, she began the goal setting process two months prior. Because she worked with students for two hours per day, she had additional time to focus on the goal setting process with her students. The students invested more time per day and had more experience with the program so they were able to set monthly goals. Each week they tracked their progress by documenting on the goal setting form. Increased teacher interaction regarding their progress in meeting goals occurred due to a smaller class size of eighteen students and increased instructional minutes. The goal setting process in this class had been in effect for four months. For one half hour per day, 40 students engaged in Scholastic Systems 44 intervention software program. With twice as many students and only 30 minutes of instruction, there was limited time to discuss the goal setting process and outcome. Students set a goal at the beginning of the week and then recorded their outcome and reflection. With limited experience in goal setting and instruction in Scholastic Systems 44 software, it was more challenging for these students to set a goal and understand the goal setting process. There was limited time for discussions related to goal setting and its purpose. To increase motivation rewards were given to the students in Systems 44. They were recognized at assemblies for their progress and increased ability to focus. When a student graduated from the systems 44 program, he or she was given a special reward and the entire class was recognized for their progress. This also provided some efforts toward goal setting and achievement. Students appeared to celebrate this experience and need some extrinsic motivation in order to move in the direction of self-motivation and intrinsic rewards. Though extrinsic rewards may be necessary, the plan is to decrease the extrinsic rewards as students begin fostering their own sense of progress and success.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT

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Materials A goal setting form, Goal Setting Systems 44 Class was created for the students participating in the daily 30 minute Systems 44 intervention class (Appendix A). Students were asked to set a goal on Monday and then record their outcome at the end of the week. They were also asked to write a reflection regarding their progress in achieving their goal. The students participated in the goal setting process for one week and then began CST testing. The testing schedule interrupted their Systems 44 instruction for two of the four weeks in which the goal setting process was in place. Due to the interruptions and lack of time to focus on the goal setting process, the survey was given to the other group of students in Read 180. These students had spent more time focusing on goal setting. Additionally, some rewards were given to the students in Systems 44. They were recognized at assemblies for their progress. When a student graduated from the systems 44 program, he or she was given a special reward and the entire class was recognized for their progress. The Scholastic Read 180/Systems 44 class meets with their teacher for 2 hours per day. The teacher began implementing the goal setting process two months prior. The goal setting form used was more detailed with students tracking their progress each week (Appendix B). As students tracked their progress in achieving their goal they included a reflection statement. Based on this goal setting process, students were recognized at the monthly school assembly for positive progress in achieving their Read180/Systems 44 goals. Students in the Read 180/Systems 44 class were given the Likert survey on goal setting to determine the impact of goal setting among this group of students that engaged in intervention support for one and one half hours per day over an extended period of time offering opportunities to reflect on their progress (Appendix C).

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Data Analysis Plan The data analysis plan included the collection of qualitative and quantitative data. The process included collecting five types of data for analysis.

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Qualitative data was collected through unstructured interviews, student goal setting and reflection forms, and an interview with the instructional assistant and Read 180 teacher. For four weeks, students in the Systems 44 class recorded their goals at the beginning of the week and their actual progress at the end of the week. Students also reflected on their progress and commented on their progress. Unstructured observations were used in an effort to collect data while instructing students. Supporting students that need scaffolding for their assignment was needed, therefore, it was necessary to provide support as the room was scanned and student behavior observed. With many students needing one on one support to continue their progress, time was not available to conduct a structured observation. The instructional aide volunteering time to support student intervention was interviewed. She was asked what she observed before and after the implementation of learning goals. Examples of questions include: Did student motivation increase? Were students more engaged? Did it appear that academic progress increased? Quantitative data was collected using data from the Scholastic Management Reports and a Likert scale survey administered to students in the Read 180/Systems 44 class (Appendix C). The Scholastic management report provides data on the number of minutes per topic per student. Time spent per topic may vary given the difficulty of the topic and the students experience with a given topic. Though times may vary, if students are motivated and focus to master their weekly goal, the overall time spent per topic should decrease. Data was analyzed and interpreted.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT

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Findings and Implications Findings Research Question 1. To what extent will student goal setting influence student engagement? Goal setting can influence motivation and may have an effect on student engagement. Incorporating intrinsic motivation throughout the goal setting process may affect students interest; however, extrinsic rewards may support students that live in lower income homes where their low level needs based on Maslows Hierarchy may not be satisfied. These students are not always able to achieve a level of intrinsic motivation. A popular framework for examining motivation is to divide motivation into two components, intrinsic (internal) and extrinsic (external) motivation. Extrinsic motivation is associated with lower need levels, while intrinsic motivation is associated with higher need levels in Maslows Hierarchy of Needs. There has been considerable debate about the relative importance of intrinsic and extrinsic motivation in academic achievement. Now there is an emerging consensus that both components of motivation play an important role in the classroom, and that the two interact to determine student engagement (Girmus, R. L., 2012). With this understanding, student engagement is more likely to increase when both extrinsic and intrinsic rewards are infused into the goal setting process. As shown on the graph below, students believe that their level of motivation or interest is positively impacted through the process of goal setting. Additionally, they agree that this process has improved their ability to focus and remain on task while completing their assignments. From the results of the survey, eighty-two percent of the students believed that goal setting increased their level of motivation and interest in completing the reading topics and

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT eighty-nine percent of the students experienced an improved ability to focus and stay on task while completing their assignments (Appendix D).

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Research Question 2. How does student empowerment in goal setting impact motivation? Based on the unstructured interview with the instructional assistant, qualitative data was collected to support the case that student empowerment in goal settings had an impact on motivation. The instructional assistant stated, The students are very interested in their progress relative to the goals they have set. As students initially began setting goals and working to meet them, seventy-five percent of the students were spending increased time focusing on their computer monitor and appeared to be more motivated to move through the topics quickly. Students began verbally sharing their progress. At the end of a class session, they wanted to let the instructional assistant know how much they had achieved. As show in the results to survey questions 1 and 2, students were interested in controlling their goal setting process. Seventy-six percent of the students wanted to set their goals while only twenty-four percent would like their teacher to set their goals (Appendix D). As shown in the research, individual students should set goals based on their own areas of need. This allows

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT students to become involved in determining what they are personally striving to achieve (Newman, 2012).

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The teachers approach and structure to goal setting had a significant impact. The goal is suggested, or at least embraced, by the student, and the student can see a clear path for attaining it. It also helps if the goal is supported by people important to the student (Usher, A., & Kober, N. (2012). The Read 180 student group engaged in the goal setting process for three to four months prior to the Systems 44 group. Based on the increased time and attention given to goal setting by the Read 180 teacher, survey responses and classroom observations indicated an increased level of motivation and engagement as shown in the graph below.

Research Question 3. To what degree does student goal setting enhance cognitive engagement and academic achievement? A student from the Read 180/Systems 44 class displayed aggressive classroom behavior on a regular basis. He was unsuccessful on most classroom activities and would act inappropriately when the content became challenging. Though the content in Systems 44 was

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT

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provided at the students academic level, he would often become frustrated. One month after the goal setting process was initiated in his class, his behavior began to change. Due to lack of motivation and interest, the teacher needed to identify and set goals for this student. Students beliefs can affect their motivation. For example, students who believe they have a limited capacity to learn or feel they are unlikely to succeed often have problems with motivation. (Usher, A; Kober, N, 2012). The process of change took two to three months, however, the student gradually began to achieve success because he was experiencing success and beginning to believe that he had the capacity to learn. Once he experienced positive growth, he became interested in setting and achieving goals. He began sharing his learning goal success with others, such as the principal of the school. Goal setting is a tool this student has learned to apply to his learning process. Before engaging in goal setting process, this student spent his school day acting inappropriately so he would not have to engage in learning. His self-control and academic progress has excelled this year. As student engagement has increased for approximately seventy-five to eighty percent of the students attending the Systems 44 class, increased academic achievement is observed (Appendix D). When students received one on one intervention support, the students phonics skills and reading fluency increased at a greater rate than was observed previous to the goal setting process. We are discovering that students are transitioning from extrinsic rewards to intrinsic rewards. They are beginning to develop a sense of internal success and are beginning to learn to celebrate their own success rather than simply waiting for the praise of their teacher (Newman, 2012). From the results of the survey, sixty-five percent of the students believed that they completed more topics after the goal setting process began, and seventy-one percent felt that

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT setting goals helped them learn more (Appendix D). This is evidenced in the graph shown below.

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Data on student engagement and achievement was collected from the Scholastic Software Management Program. Students complete on average ten topics per month. Seventyone percent of the students increased the number of topics completed on average per month when involved in the goal setting process. Twenty-nine percent of the students completed less topics after setting goals. If a student is challenged academically, then he or she may complete fewer topics due to the need to repeat concepts that require increased practice. Though this quantitative evidence is inconclusive, it can be suggested that given the increased number of topics completed during a four week period in March, April and May of this year, overall the number of topics increased per student after the goal setting process was implemented. After reviewing the data from the interviews and survey questions, the next step of interest was the student responses to the open-ended question, Do you have any comments about goal setting? When reading the surveys and creating a Word Sift, with the responses, their responses supporting the findings above. As shown below, some of the reoccurring words

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included, focus, hard work, help, think and learning. When students are meta-cognitive about their learning, it brings them to the next level in the goal setting process. Students mindsets can be changed; setting effective goals may be one way to accomplish this (Usher, A; Kober, N, 2012).

caused challenge

focus fun go

goal

good

hard harder help helped

higher

learn

learning like
system

little make new opinion reading spell stress

think wont word work

Implications Based on the qualitative and quantitative data collected, research from articles on goal setting and the action research process, it has been determined that the success of the goal setting process is based on the incorporation of some important elements. The final outcome in goal setting should be increased academic achievement but to achieve this level of success, we must communicate the researched evidence that supports the implementation of goal setting and the factors that affect a successful outcome. Some common themes reoccurred during the research project. In moving forward to implement goal setting at Salvador Elementary School, we must identify and discuss the processes that increase success. These elements include: A goal that is interesting and has meaning and purpose for the student. The student is given autonomy in setting and achieving the goal.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT The student believes that he or she has the ability or competence to achieve success. For the students to be motivated to achieve, he or she must feel a sense of belonging among the group.

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The goals need to be based on individual mastery versus group performance. If a student feels he or she is being compared to the other students a sense of failure may ensue.

Goals should be based on achieving intrinsic rewards versus extrinsic rewards. The meta-cognitive process of self-regulation and control of learning will enhance student autonomy. These components will support student motivation and engagement. We must have an

understanding of motivation before we are able to increase student engagement. Student interest, sense of belonging, and believing he or she can succeed must be in place before the goal setting process begins. Without these, the student may be unable to set or achieve goals. As student motivation and engagement increases, increased on-task behavior should be observed. With student engagement and on-task behavior, we increased academic progress will follow. As magnet lead teacher at Salvador Elementary, there are opportunities to provide professional development and communicate strategies and techniques that enhance the school environment. The graph showing the cumulative results might be part of this discussion (Appendix E). Next year prior to parent conferences, the results of this action research project will be shared. As teachers are having student set annual goals during parent conference sessions, they can incorporate the techniques and components shown above. Having students share their learning goals during parent conferences validates the importance. If goals are presented at parent conferences, there must be a plan to revisit the goals and maintain purpose.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT With autonomy, mastery and purpose the student will value the process and be more likely to achieve to goal. What happens? Almost across the board, productivity goes up, worker

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engagement goes up, worker satisfaction goes up, turn over goes down. Autonomy, mastery and purpose, these are the building blocks of a new way of doing things (Pink, D., 2010). Empowering the student will achieve the highest level of success during the implementation process. Of course, the approach and level of interest in which the teacher engages in the goal setting process will impact student motivation. Teachers who are most effective at diagnosing and improving student motivation tend to focus on interpersonal dealings with students, link education with things students value, and encourage autonomy more than control in their classrooms (Usher, A; Kober, N, 2012). Additionally, providing teachers with the quantitative and qualitative results and research based evidence will support the implementation of the goal setting process. Changing the mindset of these students in crucial to their future success.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT References

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Cleve, L. (2012). Classroom Management That Works. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED537801. Darling-Hammond, L. (2010). The Flat World and Education: How Americas Commitment to Equity will determine our future. New York, NY. Teachers College Press, Columbia University. Dweck, C. (2007). Mindset: The New Psychology of Success. Random House. New York. Fitch, V. A. (2013). Further Fostering Intrinsic Motivation in the Montessori Elementary Classroom. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED540068 Gaeta Gonzalez, M. L. (2013). Learning Goals and Strategies in the Self-regulation of Learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno= ED539959 Girmus, R. L. (2012). How to Motivate Your Students. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED 534566 Patel, P., & Laud, L. E. (2009). Using Goal-Setting in "P(paw)LANS" to Improve Writing. TEACHING Exceptional Children Plus, 5(4). Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ967746 Pink, D., The Surprising Science of Motivation. Retrieved from http://www.ted.com/talks/dan_pink_on_motivation.html. McKenna, D. E. (2005). Documenting Development and Pedagogy in the Swedish Preschool: The Portfolio as a Vehicle for Reflection, Learning, and Democracy. Frontiers: The Interdisciplinary Journal of Study Abroad, 12, 161-184. Retrieved from

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT http://www.eric.ed.gov/ERICWebPortal/detail?accno=/EJ891478

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Newman, R. (2012). Goal Setting to Achieve Results. Leadership, 41(3), 12-13. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ971332 Usher, A., & Kober, N. (2012). Can Goals Motivate Students? : Center on Education Policy. 2140 Pennsylvania Avenue NW Room 103, Washington, DC 20037. Tel: 202-822-8065; Fax: 202-994-8859; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org. Usher, A., & Kober, N. (2012). Student Motivation: An Overlooked Piece of School Reform. Summary: Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cepdc.org; Web site: http://www.cep-dc.org.

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Appendix A Goal Setting Form for Systems 44 Class Goal Setting - Systems 44 Class Student Name: _____________________________________________________
Date Weekly Goal Outcome Reflection

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DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Appendix B Goal Setting Form for Read 180/Systems 44 Class

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Name: _______________ My Learning Goal for Read 180/System 44

My Learning Goal _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________

What I Will Do To Reach My Goal _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________

Deadline _____________________________________________________________________________________ ___________

Tracking My Goal

Appendix C

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Student Survey on the Goal Setting Process Student Survey May 2013
Did you like setting your own goals?

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1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Would you like your teacher to set your goals?

1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Did goal setting increase your motivation or interest in completing topics?

1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Did goal setting increase your focus and on task behavior?

1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Did you complete more topics after you began setting goals?

1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Did setting goals help you learn more?

1 Strongly Disagree

2 Disagree

3 No Opinion

4 Agree

5 Strongly Agree

Do you have any comments about goal setting?

Appendix D

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Statistical Summary of the Goal Setting Survey Results Summary See complete responses
Do you like setting your own goals? -

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1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

Would you like your teacher to set your goals? -

0 2 2 7 6 6 2 5 3 1 1 0 2 9 5 1 0 1 12 3 3 1 2 7 4 2 0 2 9 3

0% 12% 12% 41% 35% 35% 12% 29% 18% 6% 6% 0% 12% 53% 29% 6% 0% 6% 71% 18% 18% 6% 12% 41% 24% 12% 0% 12% 53% 18%

1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

Did goal setting increase your motivation or interest in completing topics? -

1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

Did goal setting improve your focus and on task behavior? -

1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

Did you complete more topics after you began setting goals? -

1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

Did setting goals help you learn more? -

1 Strongly Disagree 2 Disagree 3 No Opinion 4 Agree 5 Strongly Agree

DRAFT: THE IMPACT OF GOAL SETTING ON STUDENT ENGAGEMENT Appendix E Overview of Results on Student Goal Setting Survey

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