Description
The present study was conducted in order to investigate the implementation of the self-regulated learning component of goal-setting in the elementary education classroom. Essential questions posed addressed the reasoning behind why classrooms may not implement goal-setting despite the proven benefits.
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Contributors
- Pavlovich, Kaitlyn Marie (Author)
- Jordan, Michelle (Thesis director)
- Barrus, Angela (Committee member)
- Barrett, The Honors College (Contributor)
- Division of Teacher Preparation (Contributor)
- T. Denny Sanford School of Social and Family Dynamics (Contributor)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014-05
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