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Showing posts from April, 2008

GOAL SETTING AND SELF-EVALUATION

Goal setting requires the student to be specific in an action or end (Zimmerman & Kitsantas, 2005). Teaching youth at risk to set goals is beneficial to the outcome of their willingness to stay involved in education. If youth have no goal in mind it is easy to become distracted and confused as to the direction they would like to take. Goals become a guide that facilitates the student to extend himself/herself to greater achievements if they are motivated to do so.

Other key self-regulatory processes are “task strategies” that encourage the student to analyse and identify specific methods for learning or performing a particular task. “Imagery” is a process where students create or recall vivid mental images to assist learning. “Self-monitoring” involves observing and tracking one’s own performance and “self-evaluation” requires the student to make self-judgements. “Environmental structuring” which involves structuring environments for the best learning outcomes, and “adaptive he…