Attention and goal setting in relation to fifth and sixth-grade academic performance: a correlational study

Abstract

The purpose of this correlational study was to investigate the effect of attention improvement exercises and goal setting (distal and proximal) on fifth and sixth-grade academic performance. The study included 12 fifth-grade students and 12 sixth-grade students from a Lutheran elementary school in western Wisconsin. Participant grade point averages and amount of late work were recorded three weeks prior to the study. This data was compared with the participants grades and amounts of late work during the three-week period during the study in which students participated in daily attention improvement exercises and goal-setting (distal and proximal) activities. The findings from two-tailed t-tests indicated a positive correlation between the combined fifth and sixth-grade mean GPA (p<.05) and student participation in attention improvement exercise and goal setting activities at the .05 level of significance. Separately, the fifth-grade showed significance in mean GPA at the .001 level, while the sixth-grade did not demonstrate a significant difference in their mean GPA (p<.05). An analysis of the combined fifth and sixth-grade percent of late work showed no significant at the .05 level. The sixth grade, however, did not demonstrate a significant difference on the statistical results, possible uses of other applied sport psychology strategies to improve academic performance, and ideas for future studies.