A Cognitive-behavioural Measure of Student Goal Setting in a Tertiary Educational Context

2002 ◽  
Vol 22 (3) ◽  
pp. 285-304 ◽  
Author(s):  
Fiona White
2012 ◽  
Vol 29 (3) ◽  
pp. 183-195 ◽  
Author(s):  
Sarah J. Egan ◽  
Marian Dick ◽  
Peter J. Allen

This study investigated if clinical perfectionism leads to resetting standards higher following both success and failure. A sample of 206 participants (74% female) completed an online experiment consisting of three sets of a nonverbal reasoning task and were asked before each set to select how many of the trials they aimed to get correct. Each set was followed by feedback regarding performance. Half of the participants received ‘difficult’ items for set 2, to allow investigation of failure effects. There was a significant relationship between clinical perfectionism and the standards that were set for the first set; however, there was no relationship with standard setting following success or failure. Instead, previous actual success or failure was the best predictor of goal setting. Consequently, clinical perfectionism was associated with setting higher standards in general, but not resetting standards higher following success or failure. Findings suggest that while clinical perfectionism plays a role in standard setting prior to performance, following performance actual success or failure becomes the best indicator. The implications of these findings for the cognitive behavioural model of clinical perfectionism are discussed.


2019 ◽  
Vol 11 (4) ◽  
pp. 147-161
Author(s):  
Adel Tawfig Al-Bataineh ◽  
Lisa Brenwall ◽  
Kristi Stalter ◽  
Jessica York

This mixed methods research study explored how goal setting influences student growth in reading fluency, motivation and self-efficacy of second through fifth graders at school in central Illinois. Literature suggests that student goal setting can have a positive impact on the academic development of a student. In addition to academic achievement, research found goal setting to affect self-efficacy and motivation. A combination of qualitative and quantitative data collection methods was used to gather and evaluate students’ reading fluency scores. This data provided a starting point from which surveys were utilised to gain a more in-depth understanding between goal setting, self-efficacy and motivation. The results of the study indicate that interventions along with goal setting could increase reading achievement. The analysis supports the claim that goal setting can affect words read correctly, but not accuracy. The analysis also found that goal setting can influence student self-efficacy growth. These findings could provide classroom teachers with valuable information that would have an impact on student growth. Keywords: Elementary education, goal setting, reading fluency, self-efficacy, student growth


2016 ◽  
Vol 40 (3) ◽  
pp. 186-191 ◽  
Author(s):  
John Lind ◽  
Marcus Poppen ◽  
Christopher Murray

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.


2014 ◽  
Vol 26 (3) ◽  
pp. 225-229 ◽  
Author(s):  
Leila E. Stallworth ◽  
Christie Palladino ◽  
Lisa E. Leggio ◽  
Valera L. Hudson ◽  
Rachel E. Elam ◽  
...  

Addiction ◽  
1997 ◽  
Vol 92 (1) ◽  
pp. 27-31
Author(s):  
Robyn L. Richmond ◽  
Linda Kehoe ◽  
Abilio Cesar De Almeida Neto

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.


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