scholarly journals The Effects of Training, Goal Setting, and Knowledge of Results on Safe Behavior: A Component Analysis.

1984 ◽  
Vol 27 (3) ◽  
pp. 544-560 ◽  
Author(s):  
R. A. Reber ◽  
J. A. Wallin
Keyword(s):  
Goal Setting ◽  
Component Analysis ◽  
Knowledge Of Results ◽  
Safe Behavior

Motivational effects of knowledge of results: A goal-setting phenomenon?

1968 ◽  
Vol 70 (6, Pt.1) ◽  
pp. 474-485 ◽  
Author(s):  
Edwin A. Locke ◽  
Norman Cartledge ◽  
Jeffrey Koeppel
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

Performance and knowledge of results as determinants of goal setting.

1971 ◽  
Vol 55 (6) ◽  
pp. 526-530 ◽  
Author(s):  
L. L. Cummings ◽  
Donald P. Schwab ◽  
Marc Rosen
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

Goal Setting and Feedback for the Development of Instructional Strategies

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1411-1427 ◽  
Author(s):  
George Tzetzis ◽  
Efthimios Kioumourtzoglou ◽  
George Mavromatis
Keyword(s):  
Instructional Strategies ◽  
Goal Setting ◽  
Repeated Measures ◽  
Combined Method ◽  
Knowledge Of Results ◽  
Complex Skills ◽  
Improved Performance ◽  
Practice Methods ◽  
Different Content ◽  
Better Than

This study was done to evaluate the effectiveness of three practice methods, (a) feedback as knowledge of performance (KP), (b) feedback as knowledge of results combined with the goal-setting method, and (c) a combination of knowledge of performance and results with the goal-setting method on the performance and learning of basketball skills of different complexity. Three groups ( n = 26) of children followed the practice methods and the performance (result), and technique of simple and complex basketball skills (dribble, pass, shoot, and lay-up) were assessed for their effectiveness. Subjects practiced using four exercises for each skill, three times a week, for eight weeks. A performance and a retention test (two weeks later) were conducted. A multivariate analysis of variance with repeated measures on the last factor indicated that knowledge of performance with results of goal-setting significantly improved the techniques of the more complex skills but it was significantly better than the knowledge of results and goal-setting method for passing. Giving knowledge of results and setting goals improved performance and proved to be better than the knowledge of performance method. Finally, the combined method was as good as the knowledge of performance and as good as the knowledge of results plus goal setting in performance but improvement was delayed mostly for the more complex skills. Attentional needs for the analysis of information given determined the success in skills execution and the effectiveness of the methods. The different content of the information given to the athletes may improve different aspects of motion or execution of the skills.

scholarly journals Motivation in vigilance: A test of the goal-setting hypothesis of the effectiveness of knowledge of results

1973 ◽  
Vol 1 (5) ◽  
pp. 291-292 ◽  
Author(s):  
Joel S. Warm ◽  
Sheryl W. Riechmann ◽  
Anthony F. Grasha ◽  
Barbara Seibel
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

How Knowledge of Results and Goal Setting Function during Academic Tests

1977 ◽  
Vol 45 (4) ◽  
pp. 52-55 ◽  
Author(s):  
James O. Rust ◽  
Harold R. Strang ◽  
Brent Bridgeman
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results ◽  
Academic Tests

Component Analysis of Training and Goal Setting, Self-Monitoring, and Tactile Prompting on Early Childhood Educators’ Behavior-Specific Praise

2020 ◽  
pp. 105381512092709
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Sara D. Hooks
Keyword(s):  
Early Childhood ◽  
Goal Setting ◽  
Visual Analysis ◽  
Early Childhood Teachers ◽  
Component Analysis ◽  
Intervention Package ◽  
Self Monitoring ◽  
Behavior Specific Praise ◽  
Task Behaviors ◽  
Specific Praise

Multicomponent interventions have successfully increased early childhood teachers’ rates of behavior-specific praise (BSP); however, package interventions do not allow for nuanced examinations of intervention components. We examined the effects of an intervention package with training, goal setting, self-monitoring, and tactile prompting on early childhood teachers’ BSP rates using an add-in, multiple probe, component analysis. In addition, we measured child on-task behaviors to assess the relation between increased BSP rates and children behavior. We used visual analysis and found that each component increased teachers’ BSP rates; two out of three teacher participants needed the most intense intervention (tactile prompting) to reach mastery criterion. Variable generalized BSP statements to other children in the class occurred between baseline and intervention components. The percentage of child on-task behaviors systematically increased in relation to higher BSP rates.

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