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Abstract
The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and attitude and on goal-setting behavior. Ss were blocked on sex and previous reading achievement and assigned to one of three treatment groups: the goal-setting group which received weekly individual goal-setting conferences; the conference group which received weekly individual conferences, but set no goals; and the control group which had no conferences, but received the same in-class instruction. Analyses of the data showed that the goal-setting group had significantly higher classroom achievement, and that their subsequent goal-setting behavior was significantly different from that of the non-goal-setting groups.
Notes
1. Copies of all materials described may be obtained by requesting Technical Report No. 142 from the Wisconsin Research and Development Center for Cognitive Learning, The University of Wisconsin, Madison.
