Brager, GaryQuinton, JanEvans, Jessica2019-12-092019-12-092019-12http://hdl.handle.net/11603/16683The purpose of this study was to determine if a group of at-risk 9th grade students in English would increase motivation after participating in a targeted goal setting intervention. The study used a SMART Goal tracker with weekly check-ins as the intervention. The pre-test and post-tests included teacher surveys, student surveys, grades, and work completion percentages. Both the control and experimental groups showed a statistically significant gain in academic output and when comparing the two, the experimental group did not achieve high enough to show a statistically significant gain. The anecdotal information provided by the teacher showed a greater increase in motivation among the experimental group. Further research is needed to determine if a goal setting motivation will truly impact the intrinsic motivation of students, as the statistical data does not correlate to the subjective data presented by the teacher and the researcher.51 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Attribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/ninth gradeacademic outputMotivationIntreventionMotivational InterventionHigh Risk StudentsAt Risk StudentsLow Socioeconomic StatusStudents with DisabilitiesEducation -- Research papers (Graduate).Text