Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory

Xue Sun

doi:10.47297/wspeiWSP2516-253523.20261003

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Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory

Volume 10, Issue 3

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Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory
Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory
School of Education Science Qingdao University, Qingdao, Shandong, 266071, China
Vol. 10, Issue 3, Pages: 119-124(2026)
Online First：13 August 2026，

Published：30 June 2026
DOI：10.47297/wspeiWSP2516-253523.20261003
Accepted：

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Xue Sun.Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory[J].Entrepreneurship and Innovation,2026,10(03):119-124.
DOI：

Xue Sun.Research on Cultivating Primary School Students' Self-Management Ability Based on Management by Objectives (MBO) Theory[J].Entrepreneurship and Innovation,2026,10(03):119-124. DOI： 10.47297/wspeiWSP2516-253523.20261003.

摘要

Abstract

In the context of quality-oriented basic education

fostering self-management ability has become a priority in primary schooling. However

young students commonly exhibit deficits in self-planning

self-regulation

and self-evaluation

which hinder their academic and personal development. This study introduces Drucker's Management by Objectives (MBO) theory into primary education to address these challenges. Through a theoretical synthesis of MBO's closed-loop logic and developmental characteristics of children aged 6-12

we construct a three-stage training system encompassing teacher-student co-negotiated goal setting

process-oriented self-monitoring

and multi-agent cyclic evaluation feedback. The analysis reveals that the MBO-based framework can activate students' intrinsic motivation and facilitate their transition from heteronomy to autonomy by providing clear directional guidance

sustaining behavioral efforts through continuous monitoring

and enabling dynamic adjustment via diversified feedback. This research offers an operable theoretical model for teachers and parents

extends the cross-domain application of MBO theory into K-12 education

and proposes future directions for empirical validation.

关键词

Keywords

references

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