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Article: An exploratory study of academic goal setting, achievement calibration and self-regulated learning.
- Article from:
- Journal of Instructional Psychology
- Article date:
- December 1, 2002
- Author:
CopyrightCOPYRIGHT 2002 George Uhlig Publisher. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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This study investigated the effects of a goal-setting intervention on students' perceptions of their use of different types of self-regulatory skills (General Organization/Planning, Task Preparation Strategies, Environmental Structuring, Recall Ability, and Typical Study Strategies). Using students' accuracy in predicting final course grade as a blocking variable, the 2 (calibration accuracy) X 2 (treatment) ANCOVA indicated a significant main effect for Task Preparation Strategics. In addition, accurate calibrators in the goal-setting condition earned significantly higher course grades than control group students who were inaccurate calibrators. Accurate and inaccurate ...
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