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Of students who enroll in 4-year universities, 25% never finish. Precipitating causes of early departure include poor academic progress and lack of clear goals and motivation. In the present study, we investigated whether an intensive, online, written, goal-setting program for struggling students would have positive effects on academic achievement. Students (N = 85) experiencing academic difficulty were recruited to participate in a randomized, controlled intervention. Participants were randomly assigned to 1 of 2 intervention groups: Half completed the goal-setting program, and half completed a control task with intervention-quality face validity. After a 4-month period, students who completed the goal-setting intervention displayed significant improvements in academic performance compared with the control group. The goal-setting program thus appears to be a quick, effective, and inexpensive intervention for struggling undergraduate students.
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... For example, a small study of elementary-aged students with low math proficiency showed that students had enhanced academic performance as well as increased intrinsic interest and self-efficacy when given proximal goals to pursue (Bandura & Schunk, 1981) [1] . Similarly, a study of struggling college students (Morisano et al., 2010) [6] found that students who participated in a 4month goal-setting intervention showed reduced academic anxiety and improved grades. ...
... For example, a small study of elementary-aged students with low math proficiency showed that students had enhanced academic performance as well as increased intrinsic interest and self-efficacy when given proximal goals to pursue (Bandura & Schunk, 1981) [1] . Similarly, a study of struggling college students (Morisano et al., 2010) [6] found that students who participated in a 4month goal-setting intervention showed reduced academic anxiety and improved grades. ...
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... With more than 1,000 studies investigating goal-setting theory, it is one of the most supported theories of motivation (Locke & Latham, 1990. Goal setting has been shown to be useful in nearly all walks of life, including in learning, training, and higher education settings (e.g., Baldwin & Ford, 1988;Brink, 2021;Goldstein, 1993;Grant, Ratliff-Miller, & de la Rosa, 2016;Kraiger, Ford, & Salas, 1993;Martin, 2013;Mayer, Dale, & Fox, 2020;Morisano, 2013;Morisano, Hirsh, Peterson, Pihl, & Shore, 2010;Schunk, 1991;Wood & Locke, 1987). Indeed, in the context of business courses, nearly 80% of students indicate that they frequently engage in goal setting and planning related to exams (Kimmel, Trouard, & Robbins, 2020). ...
... Therefore, self-efficacy is a key link in the goal-performance cycle. Indeed, Bartimote-Aufflick, Bridgeman, Walker, Sharma, andSmith (2016, p. 1918) state university student achievement in recent decades is self-Goal setting is a simple but impactful technique for enhancing student motivation and performance (Brink, 2021;Morisano, 2013;Morisano et al., 2010;Morisano & Locke, 2013), and introducing goal setting in the classroom should be seriously considered. In addition, given that SEC directly impacts SSGC, instructors should also consider implementing techniques for increasing student self-efficacy motivation, and performance. ...
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This study investigates student goal setting in the undergraduate classroom environment. More specifically, this field study attempts to clarify the relation between goal-performance discrepancies and self-set goal change by examining student self-efficacy change as a mediator variable. Learning goal orientation and performance goal orientation were tested as moderators of the relationship between goal-performance discrepancy and self-efficacy change. The results clarify the goal-setting process over time, and the important role of student self-efficacy in goal revision and self-regulatory processes. Implications for instructors in higher education are discussed.
... In college students with and without disabilities, progressing and remaining in college is bolstered by executive function skills [41][42][43], resilience [44][45][46], and self-determination skills [47,48] and hindered by weak social support [49]. Two executive functions, time management skills and goal setting, have shown immediate impact on college grades [50][51][52]. Recently, Jeffries and Salzer [53] found college students with mental illness to have lower academic self-efficacy and poorer study habits, many of which reflected weaker executive function skills, than students in the general population. ...
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... However, there is little evidence in the literature for the effectiveness of the SMART goal program in isolation, using a rigorous randomized control design. Moreover, there is a need to test the effectiveness of the SMART goal strategy in other populations such as university students, partly because these students may benefit from improved goalmanagement skills in their relatively unstructured educational and personal contexts [22]. ...
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Häufig wollen junge Menschen lernen und gleichzeitig etwas anderes tun, das für sie wichtig ist. Sie müssen sich dann für eine der beiden Handlungen entscheiden. Es stellt sich die Frage, ob Anreize der nicht-gewählten Handlung die Ausübung der gewählten Lern- oder Freizeithandlung im Hinblick auf kognitive und motivationale Aspekte stören (motivationale Interferenz). Es wird auch nach Bedingungen und Folgen dieser Erscheinung gefragt und es werden Maßnahmen zur Minimierung von Zielkonflikten und zur Herstellung einer ausgewogenen Zeitverteilung auf Tätigkeiten in verschiedenen Lebensbereichen vorgeschlagen.
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192pp. monograph. USED publications do not have ISBNs. To download full, original text as formatted, go to www2.ed.gov/rschstat/research/pubs/toolboxrevisit/toolbox.pdf
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