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An analysis of the relationship amon...

Payant, Sean Christopher.

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An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking./
Author:	Payant, Sean Christopher.
Description:	112 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1641.
Contained By:	Dissertation Abstracts International66-05A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3176799
ISBN:	9780542160257

An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking.
Payant, Sean Christopher.

An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking. - 112 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1641.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2005.

As a whole, associations are considered the largest and most diverse providers of adult education services in the United States; however, little to no research has been conducted that examines methods for enhancing the professional development experiences of the individuals participating in these programs.

ISBN: 9780542160257Subjects--Topical Terms:

1017560
Education, Educational Psychology.

An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking.
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100 1 $a Payant, Sean Christopher. $3 1912576
245 1 3 $a An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1641.
500 $a Supervisor: Christy Horn.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2005.
520 $a As a whole, associations are considered the largest and most diverse providers of adult education services in the United States; however, little to no research has been conducted that examines methods for enhancing the professional development experiences of the individuals participating in these programs.
520 $a This study utilized a goal setting intervention to determine if structured goal setting (individually or collectively with a supervisor) prior to participating in a professional development program would have a significant impact on goal achievement, beliefs about goal setting, beliefs about goal setting with a supervisor, overall expectations, overall program evaluations, and final examination scores.
520 $a Participants for the study were drawn from two banking schools designed for novice learners. The banking schools were conducted by the Schools of Banking, Inc. The Schools of Banking is a not-for-profit corporation that has been jointly-owned by the Kansas and Nebraska Bankers Associations for 40 years and conducts up to 14 curriculum-based, residential banking schools annually. Depending upon the specific school, students attend for three, five, or six consecutive days. As designed, each of these schools serves as a training and development resource to financial institutions, financial related organizations, and government entities who wish to educate their employees.
520 $a The data were analyzed using analysis of variance (ANOVA) and a series of t tests. Results indicated that structured goal setting did have a positive impact on goal achievement. Point estimates on error bar graphs related to mean scores by group were also utilized to illustrate the theory related to goal setting and goal achievement. Correlations between goal orientation (mastery or performance) and the dependent variables were not significant. Implications of the study as well as future research directions are discussed.
590 $a School code: 0138.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Vocational. $3 1017499
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710 2 0 $a The University of Nebraska - Lincoln. $3 1024939
773 0 $t Dissertation Abstracts International $g 66-05A.
790 1 0 $a Horn, Christy, $e advisor
790 $a 0138
791 $a Ph.D.
792 $a 2005
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