Goal Setting Behavior as an Independent Variable Related to the Performance of Educable Mentally Retarded Male Adolescents on Educational Tasks of Varying Difficulty. Final Report.

Autor/inn/en	Warner, Dennis A.; de Jung, John E.
Institution	Washington State Univ., Pullman.
Titel	Goal Setting Behavior as an Independent Variable Related to the Performance of Educable Mentally Retarded Male Adolescents on Educational Tasks of Varying Difficulty. Final Report.
Quelle	(1969), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Aspiration; Exceptional Child Research; Feedback; Goal Orientation; Institutionalized Persons; Males; Mental Retardation; Mild Mental Retardation; Motivation; Spelling; Task Performance; Testing + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Streben; Zielorientierung; Zielvorstellung; Male; Männliches Geschlecht; Geistige Behinderung; psychologische; Motivation (psychologisch); Schreibweise; Testdurchführung; Testen
Abstract	To investigate the effects of goal setting upon the spelling performance of educable mentally retarded male adolescents, comparisons were made between institutionalized and non-institutionalized subjects on the effects of goal setting and of task difficulty upon performance. A pilot study developed appropriate educational tasks for use in later testing with standardization of instructions and experimental procedures. Forty institutionalized and 40 special education educable mentally retarded male adolescents, randomly selected from among the 93 pilot study subjects, were assigned to one of the following four treatment groups: easy task-knowledge of past performance plus statement of goal, hard task-knowledge of past performance plus statement of goal, easy task-knowledge of past performance only, and hard task-knowledge of past performance only. The 80 subjects were tested alone on the spelling tasks by a single experimenter. Results indicated that higher scores were associated with goal setting than with feedback information only, and that higher scores were associated with the easy task rather than with the hard task. The expectation that goal setting would be superior to non-goal setting in terms of performance on a hard task but not on an easy task was upheld for the public school sub-sample but not for the institutionalized sub-sample. (Author/LE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01