Personal Best (PB) Goal-Setting Enhances Arithmetical Problem-Solving

Autor/inn/en	Ginns, Paul; Martin, Andrew J.; Durksen, Tracy L.; Burns, Emma C.; Pope, Alun
Titel	Personal Best (PB) Goal-Setting Enhances Arithmetical Problem-Solving
Quelle	In: Australian Educational Researcher, 45 (2018) 4, S.533-551 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ginns, Paul) ORCID (Martin, Andrew J.) ORCID (Durksen, Tracy L.) ORCID (Burns, Emma C.) ORCID (Pope, Alun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0268-9
Schlagwörter	Goal Orientation; Arithmetic; Problem Solving; Grade 5; Grade 6; Mathematics Skills; Mathematics Achievement; Self Concept; Value Judgment; Student Interests; Mathematics Instruction + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Selbstkonzept; Werturteil; Studieninteresse; Mathematics lessons; Mathematikunterricht
Abstract	Personal Best (PB) goals are defined as specific, challenging, and competitively self-referenced goals involving a level of performance or effort that meets or exceeds an individual's previous best. Much of the available research underpinning arguments for PB goal-setting is self-report-based; thus, the causal effect of PB goals on learning outcomes remains in question. The present experiment examined the impact of PB goal-setting (against a no-goal condition) on 68 Year 5 and 6 schoolchildren's problem-solving during an arithmetic fluency-building activity, SuperSpeed Math. Equivalence of the two conditions was established across a range of prior ability and self-report motivational variables, including prior mathematical ability; Personal Best, Mastery, and Performance goal orientations at the individual and classroom level; mathematics self-concept; and valuing of and interest in mathematics. Controlling for initial problem-solving performance, students who set PB goals in subsequent rounds showed a small but reliable advantage over students in the control condition. These results suggest PB goals may provide a way for students to experience both challenge and success in a range of classroom activities. Suggestions for future research based on these initial findings are made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01