Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App
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| Title: | Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App |
|---|---|
| Language: | English |
| Authors: | Sheida K. Raley (ORCID |
| Source: | Grantee Submission. 2024 58(1):23-34. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A180012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Student Reaction, Technology Uses in Education, Self Determination, Goal Orientation, Handheld Devices, Computer Oriented Programs, Teacher Role, High School Students |
| DOI: | 10.1177/00224669231179241 |
| Abstract: | The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age U.S. students' responses to GSC App lessons to explore the degree to which students' responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED650291 |
| Database: | ERIC |
| Abstract: | The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age U.S. students' responses to GSC App lessons to explore the degree to which students' responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted. |
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| DOI: | 10.1177/00224669231179241 |
