| dc.contributor.advisor | Chairperson, Graduate Committee: Greg Francis | en |
| dc.contributor.author | Koteles, Joseph T. | en |
| dc.date.accessioned | 2020-04-21T17:36:02Z | |
| dc.date.available | 2020-04-21T17:36:02Z | |
| dc.date.issued | 2018 | en |
| dc.identifier.uri | https://scholarworks.montana.edu/xmlui/handle/1/15673 | en |
| dc.description.abstract | This study looked at the impact goal setting had on student engagement, self-efficacy, and academic achievement. The study included teacher observations, student self-surveys, study habits monitoring, and analysis of academic achievement. The goal was to see if having students set and monitor their progress towards achieving a goal would have an effect on their engagement, subsequently their achievement and self-efficacy. The study found that setting goals had a positive impact on student engagement in the classroom. | en |
| dc.language.iso | en | en |
| dc.publisher | Montana State University - Bozeman, College of Letters & Science | en |
| dc.subject.lcsh | Science | en |
| dc.subject.lcsh | High school students | en |
| dc.subject.lcsh | Motivation in education | en |
| dc.subject.lcsh | Goal (Psychology) | en |
| dc.subject.lcsh | Self-efficacy | en |
| dc.subject.lcsh | Academic achievement | en |
| dc.title | The effects of goal setting on student engagement for all demographics of students in a science classroom | en |
| dc.type | Professional Paper | en |
| dc.rights.holder | Copyright 2018 by Joseph T. Koteles | en |
| thesis.degree.committeemembers | Members, Graduate Committee: Kate Solberg; Lindsey Albertson. | en |
| thesis.degree.department | Master of Science in Science Education. | en |
| thesis.degree.genre | Professional Paper | en |
| thesis.degree.name | MS | en |
| thesis.format.extentfirstpage | 1 | en |
| thesis.format.extentlastpage | 76 | en |
| mus.relation.department | Master of Science in Science Education. | en_US |
| mus.data.thumbpage | 21 | en |
