References: Goal Setting & Monitoring

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References

American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.

Arslan, S. (2014). An Investigation of the Relationships between Metacognition and Self-Regulation with Structural Equation. International Online Journal of Educational Sciences, 6(3).

Chevalier, N., & Blaye, A. (2009). Setting goals to switch between tasks: Effect of cue transparency on children's cognitive flexibility. Developmental Psychology, 45(3), 782.

Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34, 1885-1913.

Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.

Didion, L., & Toste, J. R. (2022). Data Mountain: Self-monitoring, goal setting, and positive attributions to enhance the oral reading fluency of elementary students with or at risk for reading disabilities. Journal of Learning Disabilities, 55(5), 375-392.

Didion, L., Toste, J. R., Benz, S. A., & Shogren, K. A. (2021). How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?. Learning disability quarterly, 44(4), 288-303.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.

Kazakoff, E., & Mitchell, A. (2017). Cultivating a growth mindset with educational technology. Massachusetts: Lexia Learning.

McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408.

Rogers, M., Hodge, J., & Counts, J. (2020). Self-regulated strategy development in reading, writing, and mathematics for students with specific learning disabilities. Teaching Exceptional Children, 53(2), 104-112.

Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Developmental Cognitive Neuroscience, 24, 42-50.

Zimmerman, B. J., & Schunk, D. H. (2012). Motivation: An essential dimension of self-regulated learning. In Motivation and self-regulated learning (pp. 1-30). Routledge.