Impacts From Goal-Setting Strategy Instruction for Students With Learning Disabilities

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-10 - Self-Regulated Learning Processes and Strategies

Abstract

A follow-up qualitative study was conducted to explore potential implications of prior goal-setting strategy instruction for middle school students with learning disabilities (LD). Goal-setting strategies were taught to students with learning disabilities throughout a three-month in-school program that utilized renewable energy science learning to help students create their own Serious Educational Games (SEG). Four students asked to participate in the follow-up interviews were chosen due to their consistent reporting of goal-setting attributions related to daily success throughout the program. Interviews occurred three months after the culmination of the project. Findings showed students reported positive benefits from goal setting skill instruction and continued employment of goal-setting strategies and indicated potential use in future endeavors. Future implications will be discussed.

Authors

• Jennifer Mischel, George Mason University

• Imani Cones, George Mason University

• Sheri Berkeley, George Mason University