Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders

Autor/inn/en	Jia Ma; Stephen W. Smith; Brian R. Barber
Titel	Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders
Quelle	In: Intervention in School and Clinic, 60 (2025) 3, S. 156-168Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jia Ma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512241280263
Schlagwörter	Forschungsbericht; Goal Orientation; Middle School Students; Emotional Disturbances; Behavior Disorders; Behavior Modification; Mental Health Programs; Direct Instruction; Student Motivation; Self Control; Behavior Change + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gefühlsstörung; Behaviour modification; Verhaltensänderung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schulische Motivation; Selbstbeherrschung
Abstract	Early adolescents entering middle school are at a pivotal developmental phase as they become less dependent on parents/guardians and seek greater autonomy while encountering a complexity of social demands requiring them to regulate their emotions, thoughts, and behaviors to achieve academic and social success. Yet, students who receive services for emotional and behavioral disorders often struggle with their emotions and externalizing behavior, contributing to a lack of motivation to attain their goals. Fortunately, researchers have found goal setting plays an important role in improving students' self-regulation skills. As such, we describe explicit instructional techniques that align with a phased goal setting process to bolster students' intrinsic motivation and self-regulation. First, we underscore the significance of goal setting to amplify students' motivation and fostering self-regulation that, consequently, can create positive changes in their behavior. We provide a step-by-step guide for educators to assist students in committing to and achieving their goals. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04