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This Concept Map, created with IHMC CmapTools, has information related to: goal-setting, (increased) self-efficacy e.g. High goals and High Self-efficacy, Factors can be Gender, goals are set by Students, sub-goals (short-term goals) allow for judging (own) learning progress, Factors can be Self-esteem and depression, sub-goals (short-term goals) result in Greater Performance, Insufficient Ability e.g. (although it has been found that low ability individuals show greater improvement after goal setting than those of higher ability) p.54, paragraph 3 of thesis, Students may choose to set Performance Goals, sub-goals (short-term goals) are Instrumental, Instrumental in bringing about Valued Outcomes (or goals), long-term goals may decrease motivation, more difficult goals may require A large degree of new learning, Students may choose to set Mixed Goals, motivation increases with sub-goals (short-term goals), interest provides incentive, sub-goals (short-term goals) are Specific, challenging, attainable, judging (own) learning progress towards Valued Outcomes (or goals), High goals and High Self-efficacy may decrease the negative of some Factors, Factors can be Internal and external locus of control, Control Performance or Progress done by External Specific Feedback (encouraged)