{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1689"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1689","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"The effects of preschoolers' goal setting, decision making, and self-recording on academic achievement","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Smith, Keri"],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Barbara G. Warash.","Dan Hursh","Amy Root"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T06:14:46Z","subjects":["Early childhood education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/686"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/686","href":"https://researchrepository.wvu.edu/etd/686","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.686","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara G. 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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."]},{"key":"dc:title","label":"Title","values":["The effects of preschoolers' goal setting, decision making, and self-recording on academic achievement"]}]}],"canonical_facts":{"dc:contributor":["Barbara G. Warash.","Dan Hursh","Amy Root"],"dc:creator":["Smith, Keri"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["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. 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