Published in the Journal of Research on Technology in Education, this manuscript examines associations between the goals teachers set for their students’ use of math personalized learning software and both teacher and student attitudes.

Teachers reported setting mastery-based goals for software use less frequently than time-based goals. However, mastery-based goal setting was more strongly associated with positive teacher perceptions of the value of math software and with students’ endorsement of growth mindsets.

Associations between goal setting and outcomes were especially strong among teachers who reported providing lower levels of support to students as they used software.

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