The Effect of Goal Setting and Student Self-Reflection on Motivation and On Task Behavior in the Upper Elementary Public Montessori Environment

Author

Kelsey E. Alesch, St. Catherine University
Frances E. Niblack-Rickard, St. Catherine University

Date of Award

12-2018

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Syneva Barrett

Department/School

Elementary Education, Montessori Elementary Education

Abstract

The purpose of this action research project was to study the effects of goal-setting and self-reflection on the intrinsic motivation and on task behavior of students in an upper level (ages 9-12) public Montessori classroom. The project used multiple data sources to better understand the impact of goal-setting and self-reflection on student academic achievement, prosocial behavior, and emotional wellbeing. Teacher-made rating scales and self-reflection prompts were used to determine student outlook on completion of their goals while semi-structured student interviews, given at the beginning, middle, and end of the project, gave insight into student perceptions of goal-setting benefits. After analyzing the results of the data, it was found that weekly short term and long range goal-setting can have a positive impact on student achievement, prosocial behavior, and emotional wellbeing.

Recommended Citation

Alesch, Kelsey E. and Niblack-Rickard, Frances E.. (2018). The Effect of Goal Setting and Student Self-Reflection on Motivation and On Task Behavior in the Upper Elementary Public Montessori Environment. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/285