Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking

<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>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Communication

Year dc:date.available

2010

Author dc:creator

• Lefebvre, Luke

Contributors dc:contributor

• Sandra L. Pensoneau-Conway

• goal setting
• introductory course
• public speaking
• self-generated feedback
• video feedback
• Communication

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/101

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1100