This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
","abstract_html":"<p>This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.</p>","abstract_has_math":false,"creators":["Lefebvre, Luke"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Communication","degree_department":null,"school":null,"contributors":["Sandra L. Pensoneau-Conway"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:35Z","subjects":["goal setting","introductory course","public speaking","self-generated feedback","video feedback","Communication"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/101","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sandra L. Pensoneau-Conway"]},{"key":"dc:creator","label":"Author","values":["Lefebvre, Luke"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-09-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["goal setting","introductory course","public speaking","self-generated feedback","video feedback","Communication"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/101"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
"]},{"key":"dc:title","label":"Title","values":["Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking"]}]}],"canonical_facts":{"dc:contributor":["Sandra L. Pensoneau-Conway"],"dc:creator":["Lefebvre, Luke"],"dc:date.available":["2010-09-30T07:00:00Z"],"dc:description.abstract":["This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (N =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/101"],"dc:subject":["goal setting","introductory course","public speaking","self-generated feedback","video feedback","Communication"],"dc:title":["Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking"],"thesis:degree_discipline":["Communication"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:58:35Z"}