The Effects of Goal Setting and Task Selection on Perceived Competence, Intrinsic Motivation, and Spelling Performance of a Group of Students with Learning Disabilities

Author

Tracy Lee Osborne, Longwood University

Date of Award

5-9-1994

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Ruth L. Meese, Ph.D.

Second Advisor

Linda R. Tennison, Ph.D.

Third Advisor

Timothy Landrum, Ph.D.

Abstract

The intrinsic motivation, spelling performance, and perceived competence of students with learning disabilities was examined. Eight students with learning disabilities decided which and how many words they would attempt on weekly spelling test.s and chose the practice activity they would complete each day. Each student -set a goal of how many of the words attempted would be correct on the spelling test (i. e., .perceived competence). Harter 's.Scale of . Intrinsic Versus Extrinsic Orientation in the Classroom was administered as a pretest . and posttest. No significant difference in mean scores was found on the Harter scale. ·Average spelling test scores, however, increased during .the intervention phase. The perceived competence of some.. subjects also increased.

Recommended Citation

Osborne, Tracy Lee, "The Effects of Goal Setting and Task Selection on Perceived Competence, Intrinsic Motivation, and Spelling Performance of a Group of Students with Learning Disabilities" (1994). Theses & Honors Papers. 275.
https://digitalcommons.longwood.edu/etd/275