[[alternative]]The influence of training program on goal-setting to metacognition, motivation, self-regulated learning and mathematical learning performance of elementary school students with the different ability levels

[[abstract]]The purpose of this study were :1) to investigate the effect of the program on the metacognition performance of elementary school students with the different ability levels;2) to investigate the effect of the program on the motivation performance of elementary school students with the different ability levels;3) to investigate the effect of the program on the self-regulated learning performance of elementary school students with the different ability levels;4) to investigate the effect of the program on the math achievement of elementary school students with the different ability levels; 5)to provide suggestions for the implementation of goal setting into math curriculum in elementary school. The design of nonequivalent pretest-posttest control group, as quasi-experiment design, was applied to the study. There are totally 60 students in the experiment group and 60 students in the comparison group. The instruments utilized to examine the metacognition performance, motivation performance, self-regulated learning performance, and math achievement of elementary school students with the different ability levels were “metacognition scale”, “motivation scale”, “self-regulated learning scale”, and “math accomplishment”. The collected data were analyzed by Mixed-designed three-way MANOVA and ANOVA. The findings were presented as the following: 1. As for metacognition, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in metacognition performance over that in comparison group. 2. As for motivation, the training program on goal-setting had significant effects on elementary school students with the low ability level. 3. As for action control strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the low ability level. As for cognitional strategies of self-regulated learning, the training program on goal-setting had significant effects on elementary school students with the high ability level. 4. As for math achievement, the training program on goal-setting had no significant effects on elementary school students with the different ability levels. However, students in experiment group demonstrated remarkable superiority in math accomplishment over that in comparison group. Based on the results of this study, the researcher also provided several suggestions for further development of goal-setting schooling and research.