Abstract:
The purpose of this mixed-method study was to examine the effects of goal setting and
self-monitoring on 70 sixth-graders’ motivation and performance solving puzzles.
Students were randomly assigned to one of four experimental conditions or the control
group and completed scales measuring self-efficacy, self-reactions, task interest,
attributions, and goal orientation; follow-up interviews explored students’ use of selfregulation
strategies. It was hypothesized that experimental groups would outperform the
control group on all measures. Results showed: significant changes in puzzle
performance, self-reactions and self-efficacy due to goal setting; significant increases in
task interest for self-monitoring; and a significant interaction between goal setting and
self-monitoring for self-reactions. Positive correlations were found between types of
attributions made and puzzle performance, self-reactions and self-efficacy. Qualitative
analysis found trends related to the self-regulation process. Educational implications of
the findings and avenues for future research are considered.
