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This Concept Map, created with IHMC CmapTools, has information related to: goal-setting, Factors can be Gender, (increased) self-efficacy e.g. High goals and High Self-efficacy, sub-goals (short-term goals) allow for judging (own) learning progress, goals are set by Students, 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, sub-goals (short-term goals) result in Greater Performance, Factors can be Self-esteem and depression, Students may choose to set Performance Goals, sub-goals (short-term goals) are Instrumental, long-term goals may decrease motivation, Instrumental in bringing about Valued Outcomes (or goals), more difficult goals may require A large degree of new learning, interest provides incentive, motivation increases with sub-goals (short-term goals), Students may choose to set Mixed Goals, 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, Making adjustment to the strategies to achieve Valued Outcomes (or goals), Factors can be Type A behaviour