Goal setting and self-efficacy in mathematics

Title from first page of PDF file (viewed Dec. 9, 2011)Committee members: Carol Van Vooren (chair), Vivian FirestoneThesis (M.A.)--California State University San Marcos, 2011Includes bibliographical references (p. 59-61)This study focuses on the practice of goal setting and its impact on elementary students' self-efficacy and future goals. The major research question was, "In what ways do performance goals affect elementary students' self-efficacy in mathematics?" Research was conducted with a sample of twenty-five fifth grade students at a suburban elementary school in southern California. Students set goals for performance in mathematics, completed surveys to assess their self-efficacy, and revised both their goals and self-efficacy after receiving feedback about their performance. Self-efficacy scores were drawn from the surveys and used in the analysis. Quantitative analyses were conducted to identify if changes in self-efficacy were significant. Additional quantitative analyses examined the correlational relationships between meeting or not meeting goals, changes in self-efficacy, and changes in future performance goals. There was insufficient evidence from the chi-square analysis to show statistically significant changes in student self-efficacy. However, moderate correlational relationships between goal achievement and changes in self-efficacy and future goals were identified using a Pearson-product moment coefficient of correlation. Furthermore, stronger relationships were identified between proximity of achievement to goals and self-efficacy and future goals se