The academic success of elementary (Kindergarten–Grade 8) students is closely correlated to their persistence, perseverance through challenges, and meaningful engagement in learning. The motivation crisis in today's elementary classrooms is evident through rising absenteeism, increased disengagement, and declining academic performance, exacerbated by disruptions caused by COVID-19. Goal-setting strategies have been widely recognized in fields such as business and sports for improving motivation and performance, however, how educators implement these strategies remains underexplored. The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary educators who implemented goal-setting strategies in their classrooms. This research was guided by goal-setting theory and supported by related frameworks such as achievement goal theory and expectancy-value theory. Ten public elementary educators participated in semistructured interviews from which four major themes emerged: (a) goal setting for student empowerment, (b) flexibility and adaptation of goal strategies, (c) enhancing student performance and engagement, and (d) the need for consistency and sustained commitment. Findings revealed educator mindset and consistency as paramount factors in shaping effective goal-setting environments.
","abstract_html":"<p>The academic success of elementary (Kindergarten–Grade 8) students is closely correlated to their persistence, perseverance through challenges, and meaningful engagement in learning. The motivation crisis in today's elementary classrooms is evident through rising absenteeism, increased disengagement, and declining academic performance, exacerbated by disruptions caused by COVID-19. Goal-setting strategies have been widely recognized in fields such as business and sports for improving motivation and performance, however, how educators implement these strategies remains underexplored. The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary educators who implemented goal-setting strategies in their classrooms. This research was guided by goal-setting theory and supported by related frameworks such as achievement goal theory and expectancy-value theory. Ten public elementary educators participated in semistructured interviews from which four major themes emerged: (a) goal setting for student empowerment, (b) flexibility and adaptation of goal strategies, (c) enhancing student performance and engagement, and (d) the need for consistency and sustained commitment. Findings revealed educator mindset and consistency as paramount factors in shaping effective goal-setting environments.</p>","abstract_has_math":false,"creators":["Trottier, Kelly A."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Alyson Manion","Patrick Hutchinson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["goal setting","classroom strategies","student motivation","goal theory","achievement goal theory","expectancy-value theory","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/68","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Alyson Manion","Patrick Hutchinson"]},{"key":"dc:creator","label":"Author","values":["Trottier, Kelly A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["goal setting","classroom strategies","student motivation","goal theory","achievement goal theory","expectancy-value theory","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/68"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The academic success of elementary (Kindergarten–Grade 8) students is closely correlated to their persistence, perseverance through challenges, and meaningful engagement in learning. The motivation crisis in today's elementary classrooms is evident through rising absenteeism, increased disengagement, and declining academic performance, exacerbated by disruptions caused by COVID-19. Goal-setting strategies have been widely recognized in fields such as business and sports for improving motivation and performance, however, how educators implement these strategies remains underexplored. The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary educators who implemented goal-setting strategies in their classrooms. This research was guided by goal-setting theory and supported by related frameworks such as achievement goal theory and expectancy-value theory. Ten public elementary educators participated in semistructured interviews from which four major themes emerged: (a) goal setting for student empowerment, (b) flexibility and adaptation of goal strategies, (c) enhancing student performance and engagement, and (d) the need for consistency and sustained commitment. Findings revealed educator mindset and consistency as paramount factors in shaping effective goal-setting environments.
"]},{"key":"dc:title","label":"Title","values":["Exploring Public Elementary School Educator Perceptions Of Student Goal Setting In The Classroom"]}]}],"canonical_facts":{"dc:contributor":["Alyson Manion","Patrick Hutchinson"],"dc:creator":["Trottier, Kelly A."],"dc:description.abstract":["The academic success of elementary (Kindergarten–Grade 8) students is closely correlated to their persistence, perseverance through challenges, and meaningful engagement in learning. The motivation crisis in today's elementary classrooms is evident through rising absenteeism, increased disengagement, and declining academic performance, exacerbated by disruptions caused by COVID-19. Goal-setting strategies have been widely recognized in fields such as business and sports for improving motivation and performance, however, how educators implement these strategies remains underexplored. The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary educators who implemented goal-setting strategies in their classrooms. This research was guided by goal-setting theory and supported by related frameworks such as achievement goal theory and expectancy-value theory. Ten public elementary educators participated in semistructured interviews from which four major themes emerged: (a) goal setting for student empowerment, (b) flexibility and adaptation of goal strategies, (c) enhancing student performance and engagement, and (d) the need for consistency and sustained commitment. Findings revealed educator mindset and consistency as paramount factors in shaping effective goal-setting environments.
"],"dc:identifier":["https://dune.une.edu/edu_diss/68"],"dc:subject":["goal setting","classroom strategies","student motivation","goal theory","achievement goal theory","expectancy-value theory","Education"],"dc:title":["Exploring Public Elementary School Educator Perceptions Of Student Goal Setting In The Classroom"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}