Abstract
<p>The purpose of this study was to explore the impact of self-regulatory practices on scholastic competency and motivation in the classroom. Research on goal orientation theory indicates that students who have power over their learning will become more competent and motivated. Data were collected using an exploratory sequential mixed-methods design. The treatment group was comprised of ninth-grade mathematics students who received a goal setting and reflection treatment that was embedded in their mathematics unit of study and a comparison group where students received standard mathematics instruction. For the quantitative portion of the study, data were collected using a pretest/posttest method. Each student participant completed two instruments that measured scholastic competency and motivation within the classroom. For the qualitative portion of the study, students were interviewed in order to better understand the findings of the quantitative data. Findings were analyzed and while there were no statistically significant results that the self-regulatory practices of goal setting and reflection impact students’ perceptions of scholastic competency and motivation in the classroom, qualitative findings emerged that inform current educators on the implications of self-regulatory strategies and suggestions for future research.</p>
