Journal of Education & Social Policy

The Impact of Self-Assessment with Goal Setting on Students’ Motivation: Results of a Study on Primary School Students in Greece
Anastasia Papanthymou, Maria Darra

Abstract
The primary objective of this study is to investigate the contribution of self-assessment with goal setting (SAGS), which was implemented with the self-directed learning (SDL) approach, to the development of learning motivation in the context of language teaching to sixth-grade students in primary schools. An experimental design was used in the research, with 2 groups: experimental and control. The research was conducted in public primary schools in Rhodes for 6 weeks (from the beginning of March 2022 to the middle of April 2022). The research sample included a convenience sample consisting of 163 students. The control group consisted of 78 students, and the experimental group consisted of 85 students. According to the findings, students in the experimental group developed a desire to learn after the implementation of SAGS. The comparison between the control group and the experimental group revealed a statistically significant difference in the mean scores of the Motivated Strategies for Learning Questionnaire (MSLQ). Specifically, the mean MSLQ scores of students in the experimental group were higher than the mean MSLQ scores of students in the control group.

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