Research On Characteristics Of Goal Setting In Time Management Disposition In Middle School LE Students

It is emphasized realistic problem for the school education to cultivate learning excellent (LE) students and improve learning disabilities of learning disabled (LD) students. Early investigation shows that what is important difference between LE students and LD students is that there is very specific goal for LE students, and not for LD students in middle school. Goal setting is very important for being a talent. Up to now, many studies have been conducted, and a series of valuable results achieved in goal setting, however, there have been very few systematical and special explorations in the domain. Emphasizing theoretical and empirical study, this article examined goal setting of middle school LE students systematically and deeply with multiple methods and approaches.On the basis of reviewing the existing literatures, this article, including four studies, explored characteristics of goal setting of middle school LE students with three research methods, to try to understand traits, functional mechanism, and development law of goal setting, to investigate the complex relationship between goal setting and performance, to pursue effective approaches to train goal setting of middle school students.The main findings of this article are as follows:(1) Total developmental level of cognitive disposition of goal setting in middle school LE students is higher, and shows certain variety with grade. The developmental level of cognitive disposition of goal setting in low grade is higher than high grade, and there exist sex differences, which LE students are better than LD students.(2) The process goal is predominant and result goal is subordinate in types of goal setting in LE students, which is inherent unite of two types of goal setting, and the result goal is gradual achieved in the course of attaining process goal(3) The rational expectations model is predominant and incremental adaptation model is subordinate in modes of goal setting in LE students, which is inherent unite of two modes of goal setting.(4) There exist differences in the effects of goal setting in middle school LE students. In simple task, there are no significant differences between specific goal and nonspecific goal; in complex task, there are significant differences between specific goal and nonspecific goal. Certain law is showed with the increase of rate of correct in the time (reaction time) that the LE and LD students complete tasks.(5) There are certain effects on goal setting in middle school LE students.(6) It is very necessary and pressing for the middle school students to be trained in goal setting and given rational advices.