The effects of preschoolers' goal setting, decision making, and self-recording on academic achievement

This study investigated to see if preschool children could determine their own achievable goal and use self-recording of the step by step instruction to achieve the goal. In addition, children presented their goals to their peers. To investigate the effect of self-recording of step by step instruction, two individual case studies were completed in experiment one. A multiple baseline across participants was used in experiment two to measure three separate children's achievement during baseline and intervention of self-recording and step by step instruction. It was found that over 50% of the children could state their own achievable goal. It was also found that children's academic performance increased when self-recording their own progress.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Learning Sciences and Human Development

Year dc:date.available

2010

Author dc:creator

• Smith, Keri

Contributors dc:contributor

• Barbara G. Warash.
• Dan Hursh
• Amy Root

• Early childhood education

Identifier

https://researchrepository.wvu.edu/etd/686

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1689