goal setting case study for students

Goal-Setting Is Linked to Higher Achievement

Five research-based ways to help children and teens attain their goals..

Posted March 14, 2018 | Reviewed by Ekua Hagan

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If you are an employed adult, you know that most organizations have written goals and objectives. That’s because goal-setting is a common practice in the workplace—and for good reason. Written goals provide a road map by which employees can measure their efforts and see how they contribute to the success of work teams and ultimately, to their companies.

In the same way, goal-setting helps motivate athletes, entrepreneurs, and individuals to achieve at higher levels of difficulty.

But goal-setting isn’t just for adults. In fact, being goal-oriented is a critical part of how children learn to become resourceful, which is defined as one’s ability to find and use available resources to solve problems and shape the future.

“Goal setters see future possibilities and the big picture,” says Rick McDaniel in a Huffington Post article . He discusses the important difference between being a goal setter and problem solver, the latter often getting bogged down in roadblocks. “Goal setters,” he says, “are comfortable with risk, prefer innovation , and are energized by change.”

Research has uncovered many key aspects of goal setting theory and its link to success (Kleingeld, et al, 2011). Setting goals is linked with self-confidence , motivation, and autonomy (Locke & Lathan, 2006). A 2015 study by psychologist Gail Matthews showed when people wrote down their goals, they were 33 percent more successful in achieving them than those who formulated outcomes in their heads.

Children learn to be resourceful through the practice of being goal-directed. In an article at Edutopia , teachers learn that fostering resourcefulness involves encouraging students to plan, strategize, prioritize, set goals, seek resources, and monitor their progress.

In similar ways, parents teach resourcefulness when they walk beside children through the everyday practice of being goal-directed rather than attempting to set objectives and problem-solving for kids.

The common approach that applies to both parents and educators is to involve children in their own goal-setting and decision-making . This promotes independence and collaboration with adults simultaneously.

The following strategies apply the research on goal-setting at home, in the classroom, or on the sports field.

Five Ways to Help Children Set and Achieve Goals

Children and teens become effective goal-setters when they understand and develop five action-oriented behaviors and incorporate these actions with each goal set.

• Put goals in writing. Goals that are written are concrete and motivational. Making progress toward written goals increases feelings of success and well-being. Using a goal-setting template can help children track their successes. A goal-setting smartphone app may motivate tech-savvy children even more. Some apps have gaming features that make goal-setting a fun way to achieve results and build new habits.
• Self-commit. For a goal to be motivating to a child, it must give meaning to a mental or physical action to which a child feels committed. This self-commitment becomes a key element in self-regulation , a child’s ability to monitor, control, and alter his own behaviors. This doesn’t mean that parents or teachers should not be involved in goal-setting. In fact, adults can serve as goal facilitators—helping kids see options, asking core questions, and providing supportive feedback.
• Be specific. Goals must be much more specific than raising a grade or improving performance on the soccer field. Here’s a simple formula. 1) I will [raise my grade in algebra from a C to a B]; 2) By doing what? [regular homework, and spending time with an online algebra program or game]; 3) When? How? With Whom? [increase daily algebra homework by 15 minutes to include a fun online interactive algebra practice; spend 15 fewer minutes on social media ; get support from teacher/tutor for things that are not understood]; 4) Measured by [increased time spent; improved weekly test scores].
• Stretch for difficulty. Goals should always be challenging enough to be attainable, but not so challenging that they become sources of major setbacks. When working with a child on goal-setting, listen to what they think they can achieve rather than what you want them to achieve.
• Seek feedback and support. Part of the fun and motivation of setting goals is working on them in a supportive group environment. Even though goals are often individual in nature, children should be able to recognize how their goal is tied to their family values, the aspirations of a sports team, or the aim of a specific curriculum. When they understand this connection, they feel more open to seeking feedback and receiving support from adults. When goals are achieved, it’s time to celebrate with others!

Kleingeld, A., van Mierlo, H., & Arends, L. (2011). The effect of goal setting on group performance: A meta-analysis. Journal of Applied Psychology, 96(6), 1289-1304.

Locke, E. A., & Latham, G. P. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science , 15(5), 265-268.

Matthews, G. (2015). Goal Research Summary. Paper presented at the 9th Annual International Conference of the Psychology Research Unit of Athens Institute for Education and Research (ATINER), Athens, Greece.

Marilyn Price-Mitchell, Ph.D., is an Institute for Social Innovation Fellow at Fielding Graduate University and author of Tomorrow’s Change Makers.

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A Framework for Student Goal-Setting

When middle and high school students set short- and long-term goals, they can see a path to the success they hope for.

“If we did all the things we are capable of, we would literally astound ourselves.” —Thomas Edison

I learned that quote from Wendy Beth Rosen’s Self-Smart . Taking it seriously, Wendy suggests some areas where students’—and adults’—self-assessments can lead to greater accomplishments and personal satisfaction. Many distractions and challenges in our lives threaten to throw us off our path, or keep us from knowing what our path is. Setting explicit goals for success and tracking our progress toward them is a way to increase our chances of finding the success we hope for.

I’d like to share a method of goal-tracking that can be used by students and educators in ongoing ways, as well as at specific points when they’re experiencing uncertainty or setbacks. These also have value for promoting positive mental health in school.

Setting and Tracking Goals

Middle and high school are particularly important times for students to become consciously aware of and intentional about key choices: what they’re putting into their bodies; how the way they are spending their time helps them reach their larger purposes; who they’re spending their time with; and what they’re doing to contribute to their families, schools, and communities.

At the beginning of the school year and at each marking period, students in middle and high school should record in a journal their goals in these eight areas:

• Social life
• Sports and exercise
• Healthy eating
• Family and community
• Hobbies and interests
• Screen time
• Long-term plans

In working with middle school students, for example, I have seen them set goals ranging from “eating better food at lunch” to “being a great guitar player” to “being an NBA star.” In all cases, we want to help students be clear about their goals (in the first case, “to be a healthy person”) and to set realistic short-term goals on the way to their long-term goal (for the guitar and basketball players, finding time for regular practice with feedback). For these students, and all students, goals provide anchors, especially valuable in high winds and rough seas.

All of the eight areas of life above matter, and academic success is related to all of them. Having a way to separate them, document progress, and create priorities is important. Students need help to be successful even when they have positive aspirations. A sure way to not succeed is trying to make progress in too many areas at once, so help students find one, two, or three areas to prioritize for a marking period. Revisit these priorities with them and see if follow-up goals need to be set in these areas or if new areas should be prioritized. Keeping to no more than three at a time is vital, because even if we might need to change in eight areas, we can’t track that many. Slow and steady wins the race.

Tracking also helps ensure that a given area is not neglected. When we see that things might have been neglected, we can make some adjustments.

The main point of setting goals is to help students take realistic steps to achieve them. Many educators find that using the SMART format —goals that are specific, measurable, attainable, relevant, and timely—is practical and reasonable, and keeps students on track.

When Can This Happen?

This kind of journaling is ideally suited to advisory or extended home room periods. Advisory periods are supposed to focus on the whole child, and the eight areas provide broad coverage. Journaling also fosters communication between advisory teachers and those who focus on these areas in schools, including subject area teachers, “specials” teachers (including health and physical education teachers), and staff running extracurricular activities. In addition, the advisory period can be used for pair and group problem-solving to help overcome obstacles students face as they pursue their goals.

One way to help students achieve their goals is to pair them up to help one another with goal-setting and monitoring. Students see each other in various school contexts and can be helpful outside of formal class time.

Having communal, whole-class conversations about goal-setting creates a new mindset in students and fosters cooperation and mutual improvement because students’ goals are not solely their responsibility. We all get better when each of us gets better. So there is an expectation that goals set will be shared—perhaps with classmates and certainly with other teachers. (This expectation of sharing should ensure that personal goals related to family issues stay out of these conversations, as they require more professional and confidential follow-up.)

A helpful way to introduce the journaling is to ask students to reflect on the opening quote from Edison, taking a position as to whether they agree, disagree, or are not sure about it, and why. Have students share their rationales in small groups and then share out with the larger class. Ensuring that students understand they have more potential than most of them realize is a critical preliminary step to making goal journaling an authentic activity for them.

The Same Goals Are Useful for Adults

This activity is also relevant for adults. Educators have a lot on their plates, and having a way to make sure that one’s learning, family, health habits, interests, and long-term plans are front of mind (even if not always front of action) keeps us grounded.

Devoting regular time in professional learning communities and faculty meetings to discussing goal-achieving strategies can provide a power morale boost in schools. In particular, discussing long-term plans can stimulate broad faculty collaboration to shape the school. And sharing with students that you’re doing the same thing you ask them to do makes it more likely that they’ll value the activity.

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Effective Goal Setting for Academic Success: A Step-by-Step Guide

Introduction

Effective goal setting is the cornerstone of academic success. By setting clear, achievable goals, students can turn their aspirations into reality. In this guide, we’ll explore the art of goal setting and provide step-by-step instructions on how to set SMART goals and create action plans. Whether aiming for better grades or pursuing passion projects, mastering goal setting is essential for academic excellence. Let’s dive into the world of goal setting and unlock your potential!

Understanding the Importance of Goal Setting

Goal setting is the compass guiding us toward academic success. Like plotting a course on a map before a journey, clear goals give us direction and purpose. They keep us focused, motivated, and organized, helping us track our progress and learn valuable skills along the way. Whether aiming for better grades or mastering a challenging subject, setting achievable goals sets us on the path to success.

Setting goals isn’t merely about reaching a destination; it’s about the journey itself. Along the way, we develop essential skills like time management, perseverance, and resilience. We become more self-aware, understanding our strengths and areas for improvement.

With clear goals in mind, we navigate the challenges of school with confidence and determination. Each step forward brings us closer to our aspirations, empowering us to reach new heights of academic excellence.

Setting SMART Goals

When it comes to setting goals, using the SMART criteria can make all the difference. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound. Let’s break down each component:

• Specific: Your goal should be clear and specific, leaving no room for ambiguity. Instead of saying “I want to improve my grades,” a specific goal would be “I want to raise my math grade from a B to an A- by the end of the semester.” Being specific helps you focus on exactly what you want to achieve.
• Measurable: It’s essential to have a way to track your progress towards your goal. Make sure your goal is measurable, so you can see how far you’ve come and how close you are to reaching it. For example, if your goal is to read more books, you could set a measurable target of reading one book per month.
• Achievable: While it’s essential to challenge yourself, your goals should still be realistic and achievable. Consider your resources, time, and abilities when setting your goals. Setting unrealistic goals can lead to frustration and disappointment, so it’s essential to strike a balance between ambition and feasibility.
• Relevant: Your goals should align with your values, priorities, and long-term objectives. Ask yourself why your goal matters to you and how it fits into the bigger picture of your academic and personal life. Make sure your goals are relevant to your aspirations and what you want to accomplish.
• Time-bound: Finally, give yourself a deadline to achieve your goal. Having a time frame creates a sense of urgency and helps you stay focused and motivated. Whether it’s by the end of the semester, before summer break, or by a specific date, setting a deadline keeps you accountable and on track.

Identifying Personal Academic Goals

• Reflect on Your Academic Journey: Take a moment to think about your strengths and weaknesses in school. What subjects do you excel in? Where do you struggle? Understanding your academic profile can help you set goals that play to your strengths and address areas for improvement.
• Dream Big, but Be Realistic: Now that you have a better understanding of where you stand academically, it’s time to dream big! What are your aspirations for the future? Whether it’s getting into your dream college, pursuing a career in a specific field, or mastering a challenging subject, let your imagination run wild. But remember to keep your goals realistic and achievable.
• Align Your Goals with Your Ambitions: Your academic goals should align with your long-term aspirations and what you want to accomplish in life. Think about how achieving these goals will bring you closer to your dreams. Whether it’s improving your grades to get into a top college or mastering a new skill that will help you in your future career, make sure your goals are in sync with your ambitions.
• Set SMART Goals: Now that you have a clear understanding of your academic strengths, weaknesses, and aspirations, it’s time to set some SMART goals. Remember, SMART goals are Specific, Measurable, Achievable, Relevant, and Time-bound. So, instead of saying, “I want to do better in math,” a SMART goal would be, “I want to raise my math grade from a B to an A- by the end of the semester.”

Creating Action Plans

Once you’ve set your academic goals, the next step is to create action plans to make them happen. Think of your action plan as a roadmap that guides you towards your destination. Here’s why creating action plans is crucial:

• Clarity and Focus: Action plans break down your goals into smaller, manageable tasks, giving you clarity on what needs to be done. Instead of feeling overwhelmed by the big picture, you can focus on tackling one task at a time.
• Motivation and Accountability: When you have a plan in place, you’re more motivated to take action. Seeing progress towards your goals keeps you motivated to keep going. Plus, having a plan makes you more accountable – you’re more likely to stick to your goals when you have a roadmap to follow.
• Efficiency and Productivity: Action plans help you use your time more efficiently. By breaking down your goals into smaller tasks and establishing timelines, you can make the most of your time and stay productive.

Now, let’s talk about how to create an action plan:

• Break It Down: Start by breaking your goal down into smaller, manageable tasks. Think about the steps you need to take to achieve your goal and write them down in order.
• Establish Timelines: Set deadlines for each task to keep yourself on track. Be realistic about how much time each task will take, and give yourself some buffer room for unexpected delays.
• Prioritize Tasks: Not all tasks are created equal – some are more important than others. Prioritize your tasks based on their importance and urgency. Focus on completing the most critical tasks first.
• Monitor Your Progress: Keep track of your progress towards your goals by regularly reviewing your action plan. Celebrate your achievements along the way and adjust your plan as needed.

Overcoming Challenges and Adjusting Goals

It’s essential to anticipate and overcome challenges along the way. Here are some common obstacles you might encounter and tips for staying on track:

• Staying Motivated: It’s natural to feel motivated at the beginning of a goal-setting journey, but that motivation can wane over time. To stay motivated, remind yourself why your goals are essential to you. Visualize your success, seek inspiration from role models, and celebrate small victories along the way.
• Overcoming Setbacks: Setbacks are a part of life, but they don’t have to derail your progress. Instead of dwelling on setbacks, focus on what you can learn from them. Reflect on what went wrong, adjust your approach if necessary, and use setbacks as opportunities for growth and learning.
• Seeking Support: Don’t be afraid to reach out for help when you need it. Whether it’s asking a friend, teacher, or family member for advice or support, having a support system can make all the difference. Surround yourself with people who believe in you and your goals, and don’t hesitate to lean on them when times get tough.
• Adjusting Goals: Sometimes, despite your best efforts, your goals may no longer align with your priorities or circumstances. It’s okay to adjust your goals as needed to reflect changes in your academic journey. Be flexible and willing to adapt your goals to new information or challenges that arise.

Tracking Progress and Celebrating Achievements

Tracking your progress towards your academic goals is like keeping score in a game – it helps you stay focused and motivated as you work towards success. Here’s why tracking progress is crucial and how you can do it effectively:

• Stay on Track: When you track your progress, you can see how far you’ve come and how much closer you are to reaching your goals. It helps you stay focused and motivated, knowing that every step forward brings you closer to your aspirations.
• Identify Areas for Improvement: Tracking your progress allows you to identify any areas where you may need to adjust your approach or put in extra effort. It gives you valuable insights into what’s working well and what needs improvement.
• Celebrate Milestones: Celebrating your achievements along the way is essential for staying motivated and maintaining momentum. Whether it’s reaching a certain grade, completing a challenging assignment, or mastering a new skill, take the time to acknowledge and celebrate your successes.

Now, let’s talk about how you can track your progress and celebrate your achievements:

• Use a Planner or Journal: Keep track of your goals, tasks, and progress in a planner or journal. Set aside time each week to review your goals, update your progress, and plan your next steps.
• Create a Visual Tracker: Create a visual tracker, such as a progress chart or checklist, to visually track your progress towards your goals. Seeing your progress visually can be incredibly motivating and rewarding.
• Celebrate Milestones: Whenever you reach a milestone or achieve a significant goal, take the time to celebrate your achievement. Treat yourself to something special, share your success with friends and family, or simply take a moment to pat yourself on the back.

Our guide equips you with essential tools for academic success: setting SMART goals, creating action plans, overcoming challenges, and celebrating achievements. With determination, know that success is within reach. So, go forth confidently, turning your dreams into reality through effective goal setting.

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Achieving Your GOAL: A Case Study of Three Learners

2011, Independent language learning: Building on experience, seeking new perspectives

Learning a second language can be a frustrating process if a learner does not develop effective learning strategies to take control of his/her learning process. Taking control of one’s learning involves developing metacognitive strategies such as setting appropriate goals, monitoring progress and reflecting on outcomes. Goal-setting is a commonly used metacognitive strategy in self-directed learning. This paper, which reports on a case study of three learners over a period of one year in their quest to become better language learners, addressed two questions: 1 Would a focus on goals enhance learning? 2 Would the learners be able to apply knowledge gained through independent studies to classroom learning and/or life beyond the classroom? The acronym GOAL (Goal-Oriented Action Learning) was used to highlight the focus on learning goals and on the learners who were to become active in the learning process. Over the course of the study, goal-setting strategy went from being one of many metacognitive strategies to being at the absolute core of the study, while Action Learning (AL) became the educational process whereby the participants monitored their actions and experiences in order to improve performance. It was hoped that, by the end of their studies, learners would understand how to apply the knowledge they had gained to their classroom learning, other areas of independent study and even life beyond the classroom.

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Nihan Bursalı , Huseyin Oz

Metacognition, an awareness of one’s own cognitive processes in learning, is a crucial component of self-regulatory behavior that facilitates successful language learning. Therefore, the current study sought to find out the role of different types of goals in participants' metacognitive awareness. A total of 118 university students enrolled in an English Language Teaching program at a major state university voluntarily participated in the study. Data were gathered using Metacognitive Awareness Inventory (MAI) and Goals Inventory. Findings of descriptive statistics revealed that 48.3% of the participants had high, 28% had moderate, and 23.7% had low metacognitive awareness. Besides, significant correlation was found between mastery goals and metacognitive awareness, supporting the findings of the previous studies. These results revealed the importance of goal setting in metacognition and can be useful for practitioners to include in goal orientation to the curriculum by emphasizing the necessity of learner engagement, agency, and self-regulation for successful language learning process.

Fostering learner autonomy – learners, teachers and researchers in action C. Ludwig, A. Pinter, T. Smits, A. M. Tassinari et K. Van de Poel (eds). Hong Kong : Candlin & Mynard.

Kathleen O'Connor

Metacognition, an awareness of one's own thought processes, plays a central role in explaining and describing the learning process. As it shapes learners' beliefs about and attitudes toward learning which in turn affect their behaviours, it directly relates to language learning and teaching as well. Thus, cautious teachers should understand and employ the available information on metacognition and then design curriculum and learning environments. This review article sets out to emphasize metacognition in language learning and teaching and to look into the critical ingredients of successful language learning and teaching. After an outline of metacognition and its components such as metacognitive knowledge, experiences and processes, the article dwells upon its relation to learning, beliefs about learning and language learning, and the need for metacognitive training. The article concludes that not only language teachers but also teacher training programmes should devote time to metacognitive training to better understand language learners and lead to self-directed, autonomous learners.

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Abbas Ali Zarei

There is little doubt that learning a language is a challenging task. In the case of languages such as Persian, which do not enjoy the status of an international language and, consequently, the extensive investment of international agencies, the task of learning appears to be even thornier. To overcome this thorny task, language learners need to be quite motivated and self-regulated. The underlying assumption behind the present study was that some of the language learning strategies that language learners employ might be more strongly connected with their motivational and self-regulated learning. Therefore, the aim of the present study was to investigate language learning strategy use of Persian as Second Language (PSL) learners as predictors of their meta-cognitive and motivational self-regulated learning components. To this end, a sample of 149 male and female B.A level non-Iranian learners of Persian at Imam Khomeini International University in Qazvin, Iran were selected through convenience sampling based on availability. The selected participants were then asked to fill in two questionnaires including the translated version of the Strategy Inventory for Language Learning (SILL) and the Motivated Strategies for Learning Questionnaire (MSLQ). The participants were required to answer the questionnaire by choosing the right alternative from among five choices on a Likert type scale. The collected data were summarized, processed and analyzed using four separate stepwise multiple regression analyses. To see how strong the relationship between the meta-cognitive self-regulated learning and each of the predictors is, the unstandardized as well as standardized coefficients of the three models, along with the observed t-values and significance levels were checked. The results showed that, from among the language learning strategies, cognitive, compensation, and metacognitive strategies could make significant contribution to predicting meta-cognitive

To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relati...

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To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate step-wise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated 10 — The Role of Language Learning Strategies in Predicting Meta-cognitive and Motivational ... learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the only negative predictor of test anxiety were communication strategies.

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How to Do Goal Setting With Your Students This School Year

Books, printables, and tools that can help.

As a teacher, you regularly think about goal setting for students. From improving skills and meeting standards to being kind and putting the darn caps back on the glue sticks, there’s always something to strive towards. Have you tapped into the power of setting goals with students, though? Research spanning decades shows that setting students goals improves both motivation and achievement. Goal setting encourages a growth mindset.  It also supports the development of skills students need to be prepared for their future careers .

There’s no shortage of teachers doing innovative work around goal setting for students. We’ve compiled some of our favorite resources into this handy guide for you.

What is a goal, anyways?

For younger students, you may need to start by distinguishing between a goal and a wish. I wish for a giant bowl of ice cream every evening around 8 PM, but my goal this year is to stay hydrated by drinking 100 ounces of water each day. Sigh. A read aloud like Froggy Rides a Bike by Jonathan London can help make this distinction clear. Froggy wishes he could own a cool trick bicycle, but his goal is to learn to ride a bike—which it turns out he’s able to achieve with persistence and despite a few classic “more red in the face than green” moments.

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For all students, it’s helpful to share books that portray goal setting. In early elementary grades, Peter’s effort in Whistle for Willie by Ezra Jack Keats is a classic example of persistently working towards a specific goal.   Squirrel’s New Year’s Resolution by Pat Miller presents a nice variety of goals, from learning to read to helping someone each day. However, upper elementary and middle school, The Boy Who Harnessed the Wind , Young Reader’s Edition by William Kamkwamba and Bryan Mealer chronicles William’s work to relieve his village from drought. It includes the sub-goals he works towards along the way, such as researching viable solutions and figuring out how to build a windmill.

A great picture book option for older students is Sixteen Years in Sixteen Seconds: The Sammy Lee Story by Paula Yoo. This title is a biography of a diver who set and reached many goals, both physical and academic, along the way to becoming an Olympian.

Be SMART about it

Helping students hone their goal setting skills makes it more likely they will meet them.  SMART goals  have been a popular tool for years and many teachers have successfully implemented versions of this practice with their students. Consider these tactics:

Unpack the goal-setting process with students

SOURCE: Scholastic Top Teaching Blog

This lesson plan from Scholastic includes a free downloadable poster and graphic organizer. We love the brainstorm activity and interactive whiteboard sort for distinguishing specific and vague goals. These could easily be adapted for younger students based on the examples you choose.

You can also check out our free goal-setting printable here.

Start small

SOURCE: 3rd Grade Thoughts

This blog post from 3rd Grade Thoughts includes a simple-but-powerful anchor chart and a straightforward system for students to publicly identify short-term goals. Students in this classroom work on “ WOW goals ” to be completed “Within One Week.”

Encourage nonacademic goals, too

In this lesson plan about character-based goals,  students work with partners to discuss goals related to specific virtues such as respect, enthusiasm, and patience. They make specific plans to upgrade their behavior and evaluate their own progress.

Don’t stop now: keep track and reflect

Raise your hand if you sometimes add items to your to-do list just for the satisfaction of crossing them off. Progress monitoring systems are motivating, and they are a crucial component of goal-setting work. Consider:

Visual tracking systems

SOURCE: The Brown Bag Teacher

This post from The Brown Bag Teacher  describes a star chart for keeping track of filled-out reading logs. This system displays progress in a concrete way and could easily be adapted to other goals.

Goal-setting apps

SOURCE: Goals on Track

There’s an app for that! This roundup of goal setting and tracking apps from Emerging Ed Tech gives you plenty of options for taking that to do list up a notch.

Sharing assessment data with students

SOURCE: EL Education

This video  from EL Education demonstrates how teachers can make the assessment data you’re collecting anyways more meaningful to students. This teacher discusses DRA data with students to help them reflect upon their progress and establish updated goals.

It’s time to celebrate!

Who doesn’t love a chance to be recognized for an achievement? Acknowledging students’ attainment of goals is an important component of classroom goal setting. Consider these ideas:

Make celebration a habit

SOURCE: ASCD

Nurture a “hooray” classroom culture by adopting the perspective of teacher Kevin Parr,  who noticed an uptick in student motivation when he simply made a daily effort to provide more nonverbal and verbal recognition.

Recognize students in writing and in public

Send students “Happy Mail”, as described by Responsive Classroom. Use written awards or notes to give individualized and authentic positive feedback and publicly share them for added recognition.

Introduce fun classroom traditions

If your school allows balloons, we love Dr. Michele Borba’s suggestion to put small rewards—or reward “coupons”—inside balloons and write a goal on the outside of each one. Make a big deal out of popping a balloon when a goal is met.

How do you go about goal setting for students in your classroom? Come and share in our WeAreTeachers HELPLINE group on Facebook.

Plus, check out this goal-setting bulletin board kit.

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Case Studies: How to Leverage Student Goals

Learn more about how schools have incorporated student goals into their instructional models..

In our research, we found that more than 90 percent of students aspire to attend college, and that most students have career plans that require higher education. But we also found that school isn’t setting up most students to meet their goals—and that different choices at the classroom, school, and system levels can change that. To start, talking to students about their goals can provide invaluable insight into what changes we should make.

This may initially take the form of simply asking students about the goals they already have for themselves in both the short and long term. For example, you might learn that one of your eighth-grade students hopes to get his first-ever A in science class this year (short term) and has plans to become a marine biologist (long term). School staff may also work with students to set academic and character goals for a specific class or school year, and use student goals to inform instructional content and strategies, continually track students’ performance, discuss progress, and celebrate milestones.

The following case studies illustrate what it can look like when student goals are deliberately built into the fabric of a school’s instructional model. While these examples involve school-wide structures that may not be feasible to adopt in all settings, their approaches and resources can inform how you might incorporate student goals in your classroom or school.

Case Study: EL Education

EL Education (formerly Expeditionary Learning) is a network of more than 150 district and charter schools in 30 states. EL Education promotes a service-learning school model focused on academic and character development to prepare students to succeed in school, work, and life, and become contributing citizens that make the world a better place.

As outlined in EL Education’s 2014 book Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment, the EL approach includes key practices for setting goals and measuring progress with students, all with a focus on students taking the responsibility for their own learning and growth.

To learn more about EL Education’s approach, explore this overview of Leaders of Their Own Learning that outlines their key student-centered practices (such as student-led conferences and student portfolios) and review these resources for using data to engage students through goal-setting, tracking, and reflection.

Case Study: The Metropolitan Regional Career and Technical Center / Big Picture Learning

The Metropolitan Regional Career and Technical Center (“The Met”) is a public high school comprised of six small schools/campuses in Providence and Newport, Rhode Island. The Met was the first school to be launched by Big Picture Learning, an organization that promotes a student-led and student-directed approach to school design. There are currently more than 60 schools across the country that are part of the BPL network (and another 100+ around the world!).

At the heart of Big Picture Learning’s approach are individualized learning plans for each student based on their interests and goals. Students work with advisors to build a personalized curriculum that includes an internship with an expert in their field of interest (typically twice a week for the entire school day). Students present their learning multiple times a year through public exhibitions in which they discuss their projects and progress toward their goals with their advisor, internship mentor, and peers.

To learn more about the Met’s student-centered approach, watch this video (and explore the links on the right side of the page for details about individualized learning plans, advisory structure, internships, and more). To learn more about Big Picture Learning’s internship-based approach to teaching and learning, please visit this page .

Case Study: Pittsfield, New Hampshire Public School District

Pittsfield School District is a public school district in rural New Hampshire comprised of one elementary and one middle/high school. Faced with low student achievement on standardized tests in the late 2000s, the district adopted a “student-centered learning” model in 2012 to improve education for its students.

The big idea behind Pittsfield’s new model is personalized learning for each student with a stronger connection between school and their real-world interests and goals. Two essential components of the model are extended learning opportunities (ELOs) and student-led conferences. The ELO program is voluntary and participation can take the form of internships, volunteer work, or individualized study in a field of the student’s interest related to their future aspirations. Student-led conferences take place twice a year with each student’s family and advisor, and students are responsible for coordinating the conference from start to finish (including preparing a portfolio of their accomplishments and discussing academic, social, and emotional progress toward short- and long-term goals).

Case Study: Summit Learning

Summit Public Schools is a charter management organization operating 11 schools in California and Washington and supporting more than 330 schools across the country in adopting the Summit Learning Program. Summit’s approach is based on a commitment to personalized learning and one of the key pillars of their program is one-on-one mentoring.

Each student is paired with an adult mentor (teacher, administrator, or other school staff) who provides individualized support and acts as the student’s advocate both inside and outside of the classroom. Mentors work with students to set short- and long-term personal goals (ranging from the grades they want to earn in class to their aspirations for college or careers), and then meet each week for a 10-minute one-on-one check-in to discuss the student’s progress toward those goals.

To learn more about Summit’s mentoring program, read this blog post on why every student should have a mentor and this blog post by a school leader on why mentoring is the best part of her week, or watch this video on integrating supports for students though mentorship. For guidance on implementing mentoring, explore Summit’s mentoring overview and mentoring resources for possible use in your classroom or school.

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What is Locke’s Goal Setting Theory of Motivation?

For many, there is the ‘you’ who you would like to be, and then (more consistently) the ‘you’ that you are.

These two versions of yourself are not always aligned. If they were, we would all be superheroes.

Disillusionment may follow about the number of things you “could” have done if only you had been persistent in your endeavors.

Research in psychology is here to orientate ourselves in a complex world, and even help us live our lives in more fulfilling and productive ways.

Locke’s goal-setting theory of motivation, which has been tested and supported by hundreds of studies involving thousands of participants, consistently delivers positive changes in the lives of individuals worldwide (Locke and Latham, 2019).

This article will address Locke’s ideas and give you insight into how to benefit from them.

They may play a big role in helping you live your best life.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

What is goal-setting theory a look at edwin locke’s theory, goal-setting research: findings and statistics, theoretical definition(s) of goal-setting, examples of the goal-setting theory of motivation in practice, key studies related to goal-setting theory, self-efficacy and goal-setting, the goal-setting framework, how is goal-setting related to behavioral change.

• Can Goal-Setting Help Decision Making?

Goal-Setting vs. Expectancy Theory

9 excellent journal articles for further reading, a nuanced perspective.

• 4 PowerPoints about Goal-Setting Theory (PPTs)

A Take-Home Message

Does this quote sound familiar? It is vital to modern goal-setting theory, even though it is over 2,500 years old.

When it is obvious that the goals cannot be reached, don’t adjust the goals, adjust the action steps.

Confucius 551-479 B.C.

If you are new to this quote, it may be time to write it down and memorize it.

Most goals are possible to achieve, but people are unsuccessful at goal-setting when they omit to consider the most essential ingredients to any given goal.

Perhaps you made a resolution over a glass of wine on New Year’s Eve, or while you were sitting on the subway coming back from work, determined to maximize your company’s outputs.

You were taken by the belief, then, that you would train for a couple of months before running that summer marathon; that your team-building exercises would strengthen the bonds between your employees and in turn, positively impact their performance at work; that you would write 500 words a day and complete your first novel.

Without a doubt, you have already been exposed to countless inspirational quotes.

As one example, J. K. Rowling has a great inspirational quote. After all, she drafted Harry Potter on the back of a napkin in a cafe in Edinburgh. She believes that:

“ everything is possible if you’ve got enough nerve. ”

If this quote inspires you, that is fabulous. It is not always enough, however, to read a quote like this and change your goal-driven actions. Even with someone as inspiring as

In 90% of the cases, reading a motivational quote and promising yourself to work harder, change this or that habit, or improve an aspect of your life guarantees failure. Why is this? If setting goals and succeeding is part of what makes ‘human,’ then how do we address this fail-prone tendency?

It matters, to achieve your goals, as working towards meaningful goals provides us with a sense of direction, purpose, and meaning in life.

The more goals we set—within healthy boundaries—the more likely we are to build self-confidence , autonomy, and happiness .

It is time to explore the science behind goal-setting. Let’s flip that 90% failure rate on its head.

The following findings summarize the last 90 years of goal-setting:

• Cecil Alec Mace conducted the first study on goal-setting in 1935;
• People who write their goals are more likely to achieve their goal than those who don’t by 50%;
• Motivation experts agree that goals should be written down, and carried with oneself, if possible;
• 92% of New Year resolutions fail by the 15th of January;
• Carefully outlined goals, which can be measured and set within specific timeframes, are more effective;
• Explaining your goals to someone you are close to, or making the commitment public, substantially increases your chances of reaching your goal;
• By contrast, goals that are kept to oneself are more likely to be mixed up with the 1,500 thoughts that the average person experiences by the minute;
• Often, achieving a goal means sacrificing something or putting aside certain habits, or beliefs about yourself–it may even result in an emotional or physical toll;
• Harvard research documents that 83% of the population of the United States do not have goals.
• Goal-setting typically yields a success rate of 90%;
• Goals have an energizing function. The higher the goal, the greater the effort invested (Locke & Latham, 2002).

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To provide context, here are a few definitions of goal-setting defined by experts in the field:

Broadly defined, goal-setting is the process of establishing clear and usable targets, or objectives, for learning.

(Moeller, Theiler, & Wu, 2012)

Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, goal sources (i.e., self-set, set jointly with others, or assigned), and dependent variables.

(Locke & Latham, 2006)

Edwin Locke’s goal-setting theory argues that for goal-setting to be successful with desired outcomes, they must contain the following specific points (Lunenberg & Samaras, 2011):

• Clarity: goals need to be specific;
• Challenging: goals must be difficult yet attainable;
• Goals must be accepted;
• Feedback must be provided on goal attainment;
• Goals are more effective when they are used to evaluate the performance;
• Deadlines improve the effectiveness of goals;
• A learning goal orientation leads to higher performance than a performance goal orientation;
• Group goal-setting is as important as individual goal-setting.

The following video offers a concise explanation that summarizes the actions and steps to achieve specific goals. It’s less than 3 minutes and informative.

This video clarifies—with the help of Chef Alfredo and Boss Romero—what implementing goals with employees looks like, practically speaking. The role of precision is key for employees to fulfill any task.

To make the memorization of these points easier, the acronym SMART may help you recall what the most important attributes of effective goal-setting are:

• Measurable;
• Assignable;
• Time-based.

How do these work out in practice? In short, the answer relates to specificity, which we will address next.

Put aside the irresistible need to make your goal as vague and romantic as possible and stick with the raw stuff. What action items do you need to do, to achieve this goal?

The anagram “SMART” is here to assist you in this process.

Getting SMART

The first point of the anagram says that goals should be ‘specific.’ All you need to do is make sure you are clear about what your goal is concretely going to deal with.

For example, instead of saying, “ I must become more social ” (if say, you are a lonesome cat lady who receives visits once a month), first define what you mean by being social, what your expectations are of social life and the ways in which you feel a greater social presence in your life would enhance it.

Then, sketch out a plan to put into action immediately, tackling instances of daily life you can work on (in the workplace, in already existing relationships, during daily encounters) and the extra incentives you can take to get out of your way to meet new people and enjoy new experiences and activities.

Write down what you are aiming to achieve and what you can do that may positively impact your socializing efforts (e.g. becoming more hospitable, relaxed, caring, kind, compassionate, empathetic).

Alternatively, specificity can also refer to setting specific dates, times, locations at which you will commit to spending time dedicating yourself to your goal.

Next, we need to consider what measurable goals mean.

‘Measurable’ is that you should be able to measure in one way or another whether you have completed your goal or not, or still in the process of doing so.

How your goal should be measured is up to you. Still, you should have a clear idea and expectation as to how your goal, once completed, would look like.

If your goal was to become more social, that could mean to build strong friendships with two new people and to commit to attending one social event every week for an entire year.

Keeping track through ‘measurement’ helps to give you a sense of where you currently find yourself in relation to your goal and where you are heading next.

Goals ought to be ‘acceptable’ to you. That means that you must not only identify with them but also, feel like they are in line with your value system and that they won’t lead you to transgress your sense of integrity in any way.

If the goal is to be more social, the ‘acceptability’ part comes into play at the level of what you feel an adequate friendship would look like.

Whether its sharing fun activities, emotional and intimate conversations, cooking or playing sports together, it’s important to be self-aware, to know what you are after and how your beliefs and feelings are entangled with the goal you are about to set for yourself.

Your goal must be realistic. In other words, you have to work with what you have while pushing yourself slightly beyond in order to change your current reality.

Going back to the instance of the lonesome cat lady (nothing wrong about that), a realistic goal would be to make efforts to develop at least two new friendships over the next six months, and not, say, to become a popular member of the community, as achieving this may take considerably more time.

We have just briefly mentioned the time framework, but nonetheless, it’s totally worth re-emphasizing as much as necessary. The timeframe is all about setting a fixed deadline by which you should have completed your goal.

Regardless of what you have decided to do, make sure you interconnect your goal with your calendar, and that you make the necessary adjustments in your daily life so that working on your goal happens smoothly and gradually.

Over time, the SMART theory has proved effective for increasing performance (Latham & Pinder, 2005; Lee & Earley, 1992; Miner, 1984) in a range of settings.

Here are five case studies exploring various ways of goal-setting and its effects.

5 Interesting Case Studies on Goal-Setting Theory

Performance, if set as a goal, does not lead to the same results without the specific goals of gaining knowledge and skillsets.

In our first study, Dweck et al. (1986, 1988, 1988) found that in the classroom, two recurrent personality traits could be observed. Students mainly divided into two categories: those primarily focused on gaining knowledge and skills, and those primarily concerned with their grade and performance in the class.

It was found that the first cohort performed better on taught subjects than the second.

Goal-setting, however, is not only about the decided object of focus. There are, in fact, many determinants that shape the goal-setting and goal completion process.

A second study conducted by Atkinson (1958) highlights how the difficulty of the given task also acts as a factor that hinders or improves performance. The highest level of effort took place when the task was moderately challenging, and the lowest level when the task was either too easy or too hard.

Furthermore, the social dimension which accompanies goal-setting should be considered too, whenever possible.

For example, a major study carried out at Dominican University, listing 267 participants recruited from the business sector (Matthews, 2015) showed that:

• Informants who sent weekly reports to someone they were close to accomplished more than those who had not written their goals down. Those who had written goals outlined with specific ways they intended to meet those goals were as successful as those who just informed their goal intentions to a friend;
• Informants who informed their friends of their goal were able to achieve much more than those who only wrote down action commitments and those who did not at all;
• Overall, those who wrote down their goals accomplished much more than those who had not.

In short, this study provided empirical evidence to support the claim that accountability, commitment, and writing down goals have a major influence on an individual’s commitment towards reaching self-imposed goals.

Goal-setting enables people to stay focused and find meaning in what matters in their lives.

In fact, Boa et al. (2018) claim that goals also provide many people a sense of purpose, as well as a drive to live as actively as possible until their death; this proves especially true in the context of illness.

The researchers conducted a comparative case study of 10 healthcare professionals in a hospice, to practice patient-centered goal-setting.

The results indicated that instead of centering the approach around patients, participants tended to articulate them in relation to what they perceived to be important (problem-solving, alleviating symptoms).

This study by Boa et al. (2018) stressed the importance of making the goals suitable for the priorities of the individual, so as to maximize their effectivity and enhance people’s quality of life.

Another study carried out by Carr (2018) sought to gauge the effects of an already existing goal-setting strategy in an elementary school serving many students from a disadvantaged socio-economic background.

The conclusions pointed out that goal-setting, when implemented consistently, had a positive effect on student self-efficacy , motivation , and reading proficiency.

This, Car argues, happened when the goals being set were specific, measurable, achievable, reasonable, timely and challenging at the same time.

Essentially, the SMART anagram prevails in many situations, backgrounds, and perspectives.

In Defense of Learning Goals

For many, the notion of performance as an accomplishment intertwines with goal-setting.

Just valuing or wanting the “end-product,” and omitting what it takes to get there, is a common mistake made by many.

That’s why research expresses how goals about learning (rather than performance) have higher success rates of goals being met.

The emphasis on learning has a trickle-down effect that actually benefits performance after all. The five studies listed below highlight the difference between performance and knowledge-based goals:

• Winters and Latham (1996) found that setting a learning goal rather than a performance goal for tasks (for individuals with insufficient knowledge) was most effective;
• Similarly, Drach-Zahavy and Erez (2002) made the case that people with a set learning goal for themselves (mentioned in their work as a “strategy goal”) perform better than those who had set a performance-related goal on a task that involved predicting stock-market fluctuations;
• Seijts, Latham, and Tasa (2004) made the point that informants who were assigned a challenging learning goal reached more market share on an interactive, computer-based simulation of the US cellular telephone industry than participants who were assigned a high-performance goal instead;
• Kozlowski and Bell’s study (2006) concluded that  assigning a learning goal improved the self-regulatory affective and cognitive mechanisms, in contrast with a goal emphasizing high-performance;
• Last but not least, Cianci, Klein, and Seijts (2010) reported that people who had a learning goal were less prone to tension. They also performed better even after negative feedback, compared to those only assigned a performance goal.

To implement learning-driven goals, it is important to understand how they differ from performance goals.

A performance goal might be something like, “ I want to become fluent in XY language, ” whereas a learning goal would be:

“ by next December, I want to learn how to speak conversational XY language. So, I will be taking several classes on a weekly basis, download the Duolingo app and work at least an hour every day on memorizing a few words in my chosen language. I will also try to get in touch and meet people who speak this language to improve my exposure to it. ”

See the difference?

Self-efficacy is a concept coined and developed by Albert Bandura. It is a cornerstone concept in the field of positive psychology.

Lightsey (1999) writes that:

“ it is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. “

This emphasizes how the construct has had a potent effect on several areas ranging from phobias and depression to vocation choice and managerial organization.

Akhtar (2008) defines self-efficacy as:

“ the belief we have in our own abilities, specifically our ability to meet the challenges ahead of us and complete a task successfully. ”

The idea that “what we think” affects “what we do” is not new. The field of positive psychology has explored the impact of our beliefs and worldviews on our health and how we live our lives.

As Mahatma Gandhi famously said:

“ a man is but a product of his thoughts. What he thinks, he becomes. ”

It is important to distinguish a person’s capability with how they perceive their own capability.

Often, there is also a discrepancy between the person’s desire and the capacity, which leads us to self-efficacy. Self-efficacity is a form of self-confidence which embraces an ‘I can handle this’ attitude. It has an empowering effect on the actions of the person in question.

Motivation, on the other hand, refers to a person’s willingness to fulfill a given task, or goal.

Locke’s goal-setting theory aims to encompass both, by formulating goals which not only are in line with a person’s capabilities but also provides the necessary resources so that the person is motivated by the goal while stimulating his or her sense of self-efficacy.

While it is not exactly possible to instill a sense of self-efficacy in a person who disbelieves their capacity to perform well and push themselves beyond what they think they can achieve, setting goals within a positive framework can make a substantial difference.

We have seen, step by step, the way in which they should be structured. But not the general framework in which they should ground themselves for maximized effectiveness.

Depending on how they are framed, goals can have specific effects on a given person’s learning process and performance. They can be framed negatively, by emphasizing how a person should prevent losses and failure at all cost.

A negative goal-setting approach could look like this:

• My goal for next year is to stop myself from gaining any weight at all.
• All employees should aim to not lose more than fifty out of the company’s two hundred and fifty current customers.
• Students whose grades fall below the average will be penalized and given extra homework for the second semester.

This approach tends to be ineffective and degrading. Research shows that punitive strategies often result in anxiety, a lower persistence, and performance, especially in comparison with goals that are set with a positive outlook (Roney, Higgins, & Shah, 1995).

Frese et al. (1991) have developed the concept of “error management,” which intends to reframe errors during the process as opportunities for the individual to learn from.

Framing mistakes and negative feedback with statements such as “ Errors are a natural part of the learning process! ” and “ The more errors you make, the more you learn! ” (Heslin, Carson and VandeWalle, 2008) are beneficial.

In short, discouraging fear-based environments encourages people to try again, rather than give up on their goals. This ‘forgiving’ aspect also enables individuals to expect, and not apprehend, failure as part of the growth process.

Goal-setting is not a straight-forward path to success, and it is important to feel like one can “fail” and still aim for their goal, maybe with added specificity.

As such, if framed positively, the previously mentioned goals look more like this:

• This year, I will try to adopt a diet that will enable me to lose weight. My goal is to reach 80kg, and given that I currently weigh 85kg, my goal is to lose 5kg in total. The first diet I try might not be the right one, and I may have to try several before I find one that works, that is, one that enables me to lose weight and with a specific regime that I can stick to at the same time. I will monitor my progress as the months pass and sign up for a gym membership.
• The company strongly values its relationship with its customers. We currently have 250 and our goal for the upcoming year is to keep this number constant. Your role, therefore, will be to ensure that customers are satisfied with our services by diversifying what we offer and the way in which we relate to them. The only way to achieve this is with different approaches and strategies that we can monitor and assess the outcomes of.
• Students whose respective grade have increased by two points will be rewarded with less homework in the second semester. If the grade does not increase two points, the individual efforts of each will be taken into consideration in the final decision of who should be rewarded in the classroom.

Such an approach provides clear guidelines and expectations of a given goal and also trigger positive emotions.  Workplaces, schools, and environments with positive goal-setting get to experience the energy, creativity, and motivation of inspiring spaces.

People like a challenge, especially when it seems difficult but possible.

“Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.”

Pablo Picasso

As human beings, we may be ambitious and progressive in setting our goals and knowing what we want but lack direction on how to get there.

It seems Picasso had a solution to this dilemma decades ago. Accumulating research supports the notion that goal-setting paves the way for achievement (Latham & Locke, 2006).

What makes goal-setting successful, though?

• Commitment : Goal performance is strongest when one is committed (Locke & Latham, 1990). The commitment level is, in turn, dependent on our desirability of the goal and our perceived ability to achieve it.
• Clarity : When the goal is clear, precise, unambiguous, and measurable, we know exactly what we want to achieve, increasing our motivation and performance (Avery et al., 1976).
• Challenge : If we know a goal is challenging yet believe it is within our abilities to accomplish it, we are more likely to be motivated to complete a relevant task (Zimmerman et al., 1992).
• Complexity : When tasks for a goal are overly complex, it hinders our morale, productivity, and motivation (Miner, 2005). Keeping the complexity of tasks manageable can increase our chances of success.
• Feedback : Immediate and detailed feedback is important in keeping us on track with our progress towards our goals (Erez, 1977).

So, ensuring that goals are grounded on these principles can pave the way for success. In fact, Latham and Locke (1979) found that effective goal setting can be a more powerful motivator than monetary rewards alone.

So far, we have seen what goals do, but we have omitted to mention what happens to people when they do not set goals in their lives.

Indecision, lack of focus, boredom, and not having something specific to strive for, can lead to a feeling that one is living a dulled, less meaningful version of their life. Symptoms of depression, among other mental health struggles, often appear in these perceived unchanging spaces.

This is because specifically-written goals can provide individuals with a sense of existential structure, purpose, and meaning.

As Locke argues, goals are “immediate regulators of behavior” (Latham, Ganegoda, & Locke, 2011), and they provide the self with a vision for the future and a clear direction to strive towards a specific objective.

More so, goal-directed action coupled with reasoning skills is a fundamental element of what makes us human. Even the “non-human” world thrives with goal-setting parallels.

This is not to say that plants write down their goals in pencil. But let’s have Locke explain how:

“The lowest level of goal-directed action is physiologically controlled (plants). The next level, present in the lower animals, entails conscious self-regulation through sensory-perceptual mechanisms including pleasure and pain. Human beings possess a higher form of consciousness – the capacity to reason. They have the power to conceptualize goals and set long-range purposes”

(Locke, 1969).

The human ability to reflect is a curse and a blessing.

It liberates us from the constraint of the absolute determinism of things but it also means that we are responsible for the choices we make and whether they will contribute to our welfare.

For instance, individuals who start exercising and feeling the numerous health benefits often end up seeing value in making additional lifestyle changes, such as a healthier routine and diet.

Thus, if a goal is perceived by the individual as something that can contribute to their sense of wellbeing or that of the group they are a part of, then it can also serve as a source of inspiration and esteem.

This often leads to a ricochet effect on other behaviors linked to performance and efficacy.

Can Goal-Setting Help Decision-Making?

Goal-setting and decision making are the two voluntary acts that can radically transform a person’s life.

You perhaps have heard the adage, “you cannot save someone who doesn’t want to be saved.”

When it comes to helping others, it is not possible to do so unless they want the help, and also feel enough motivation to take the appropriate steps forward—regardless of how tiring this may prove.

Setting goals empower decision making, and the opposite is true as well. It enables people to filter through what is significant, worth pursuing and what is not.

Vroom outlines three main factors which structure how humans decide to go about their lives and the steps needed to achieve a given result: expectancy, instrumentality, and valence.

He argues that ‘motivational force’ can be calculated by means of multiplying expectancy with instrumentality and valence.

The actual formula looks like this:

Motivational force = Expectancy x Instrumentality x Valence

Put in a literary way, Vroom’s point is that motivation emerges from a person’s belief that an invested effort will enable them to achieve a certain desired performance, and that the way this performance is played out, will lead to the fulfillment of a specific goal.

In turn, the extent to which the individual perceived this final goal as desirable (valence) will also shape the degree of motivation for the individual to pursue a given goal.

In other words, confidence, assessment of what is required, and the value perceived on the specific outcome equal the energy an individual may feel towards a specific goal.

Expectancy theory adds an interesting dimension to Locke’s goal-setting theory. Locke provides insight into which goals are implemented in effective ways. Vroom, on the other hand, sheds light on how self-esteem, individual perception and the value system of individuals come into play.

The theories coined by Locke and Vroom do intersect in how they emphasize the importance of setting goals that are tailored to subjective needs and capacities.

To spark the necessary ‘motivational force’ for any given challenge, there must be momentum. With this momentum come success, especially when failure is encouraged as part of the learning process.

One of the great aspects of goal-setting is that it is applicable in most domains of life.

For more detail regarding the different studies mentioned, you can find the original sources in the bibliography. It is possible to find information related to goal-setting on practically every subject.

For example, if you have specific goals to becoming a published writer, there are plenty of step-by-step guides offered on the internet.

There is also a wealth of literature documenting the benefits of goal-setting in the context of workplaces, especially since the theory began as an attempt to enhance employee motivation in the workplace .

For your convenience, we compiled a list of recently published journal articles relating to goal-setting, applied to a range of contexts.

If you don’t have access to academic material and would like to consult on any of the following articles, don’t hesitate to drop us a message.

Goal-setting in the Professional World:

• Exercise Self-Efficacy as a Mediator between Goal-Setting and Physical Activity: Developing the Workplace as a Setting for Promoting Physical Activity by Iwasaki et al. (2017)
• Achievement Goal Orientation and its Implications for Workplace Goal-Setting Programs, Supervisory/Subordinate Relationships and Training by Rysavy (Dissertation, 2015)
• Experiential Exercises on Goal-Setting, Leadership/Followership, and Workplace Readiness (Ritter, 2015)

Goal-setting with Students/Adolescents:

• What is the effect of peer-monitored Fitnessgram testing and personal goal-setting on performance scores with Hispanic middle school students? (Coleman, 2017)
• Effect of Student SMART Goal-Setting in a Low-Performing Middle School (Thomas, 2015)
• Does Participation in Organized Sports Influence School Performance, Mental Health, and/or Long-Term Goal-Setting in Adolescents? (Samarasinghe, Khan, Mccabe, Lee, 2017)

Goal-setting in Healthcare/ with Patients:

• Goal-setting in neurorehabilitation: development of a patient-centered tool with theoretical underpinnings (Aleksandrowicz, 2016)
• Rehabilitation goal-setting: theory, practice, and evidence (Siegert & Levack, 2015)
• Evaluating the Structure of the Patient Assessment of Chronic Illness Care (PACIC) Survey from the Patient’s Perspective (Fan et al., 2015)

Goals, goals, goals.

Staying informed with how to improve oneself and others is important; however, too much absorption with the topic may overlook the very value of existence.

It’s not enough to be busy, so are the ants. The question is, what are we busy about?

Henry David Thoreau

Thoreau’s excellent words invite us to reflect on the broader picture. Do our goals push us to pursue really matters? If so, then continue. If not, perhaps it is time to pause.

Even though goal-setting can indeed strengthen a person’s sense of purpose, self-confidence, and autonomy, the habit of setting goals can lead us astray from our core values.

The current trend, unfortunately, is following this “busy route” where burnout is ingrained with modern corporate culture (Petersen, 2019). It is especially affecting the millennial generation.

As Petersen’s (ibid) article shows, it can be hard enough to perform the most basic tasks, such as answering emails, doing household chores, registering to vote, calling people on their birthdays, etc.

Burnout, Petersen argues, is part of the over-involvement of baby-boomer parents in their children’s lives, as well as the shifting of modern labor relations and social media technologies.

In many ways, this has blurred the line that used to exist between professional and private life, that is largely nonexistent now.

Many people feel pressure to always brand or market who they are or what they do so that they can feel connected and compete for social status, even when not in the professional world. For many, this shows as the internalization of a feeling that one should be working ‘all the time.’

This pushes people to compare their lives or ‘impact’ with others and make goals out of social comparison and insecurity, rather than goals centered from a genuine desire to change something.

A culture of self-care has arisen, as a possible response to burnout and overwhelming times.

Self-care, however, is not a complete solution given that:

“ the problem with holistic, all-consuming burnout is that there’s no solution to it. You can’t optimize it to make it end faster. You can’t see it coming like a cold and start taking the burnout-prevention version of Airborne. The best way to treat it is to first acknowledge it for what it is — not a passing ailment, but a chronic disease — and to understand its roots and its parameters. ”

Peterson also recalls the words of the social psychologist Devon Price, who, writing on the topic of homelessness, argued that:

“Laziness, at least in the way most of us generally conceive of it, simply does not exist. If a person’s behavior does not make sense to you, it is because you are missing a part of their context. It’s that simple.”

Hence, this comes as a cautionary message against excessive goal-setting and the madness of constant self-development and improvement.

Modern society encourages us to feel that we are never “good enough.” How do we balance the self-compassion that we are enough, with the desire to be better and set goals?

Perhaps one answer is to avoid goals that do not align with your core values, as well as goals that do more harm than good.

On the same note, Ordonez, Schweitzer, Galinsky, and Bazerman (2009) warn about what happens when ‘goals go wild:’ when goals are too narrow, too challenging, too numerous and enacted within an unrealistic timeframe, they can lead to disastrous consequences.

These consequences range from unethical behavior to psychological pitfalls linked with experiencing failure. For example, if a company boss aims to increase profits by over-working and underpaying staff, this is not a sustainable or ethical goal for anyone involved.

The authors, basing on management studies, also reveal how goal-setting may come at the expense of learning. Again, how do we avoid feeding a competitive culture, and instead, promote cultures of growth and intrinsic motivation?

To avoid this, Steve Kerr from General Electric advises managers to refrain from setting goals that are likely to increase their employees’ stress levels or contain punishing failure; instead, Kerr wants to equip staff with the necessary tools to meet the challenging goals.

This approach, Ordonez et al. argue, will encourage managers to consider whether the goal-setting culture benefits the company’s outputs and the wellbeing of their employees.

Locke & Latham (2002) also warned about the potential pitfalls of combining goals with financial rewards in the workplace; this usually brings employers to set rather easy goals as opposed to more challenging ones instead.

Before rushing to set personal or business goals, it is important to consider your motivation.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

2 PowerPoints about Goal-Setting Theory (PPTs)

Hopefully, your mind is now buzzing about the ways you could share the value of this content with others. Perhaps this article could inspire your workplace, your classroom, or simply, your lazy and somewhat unmotivated friend.

Reading long articles on the internet is not accessible to everyone since not everyone has the time or interest to invest the effort.

Our role at PositivePsychology.com is to translate and synthesize academic ideas and research into easily accessible writing. Our readers play an essential role in terms of communicating these resources and ideas to the broader public.

Powerpoints can be particularly impactful tools, that can transmit crucial information concisely.

They are therefore the most effective way of getting the message across to a wider audience.

For inspiration, you may want to have a look at these powerpoints that address the topic of goal-setting theory in a range of contexts.

If you are to directly download and make use of any of these, make sure you contact their authors so that they can grant you permission for using their content.

• By Aatmiki Singh
• By John Varghese

We hope to have provided you with an in-depth view of Locke’s goal-setting theory.

Hopefully, after having read this article, you will never go about setting goals in the same way.

Chances are you will be 90% more likely to succeed at them if you put into practice the different points that we have gone through such as specific goals with attainable action items.

Make it about the process of learning, not the end performance.

And remember, stay “SMART.”

What do you think about the balance of goal-setting and also, “being enough?” It is a fine balance. If you have any comments, please add to our comments section below.

We’d love to keep this conversation around goal-setting open to your ideas.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

• Akhtar, M. (2008). What is self-efficacy? Bandura’s 4 sources of efficacy beliefs. Positive Psychology UK.
• Atkinson, J. W. (1958). Motives in fantasy, action, and society: A method of assessment and study.
• Avery, C. C., Chase, M. A., Johanson, U. R., & Phillips, L. W. (1976). The Bell System Practices: Linking reward and job design. Personnel Journal, 55(8), 415-420 .
• Beal, M. A. (2017). How Does Goal-Setting Impact Intrinsic Motivation And Does It Help Lead To Enhanced Learning At The Kindergarten Level?.
• Boa, S., Duncan, E., Haraldsdottir, E., & Wyke, S. (2018). Patient-centered goal setting in a hospice: a comparative case study of how health practitioners understand and use goal setting in practice. International journal of palliative nursing, 24 (3), 115-122.
• Carr, M. (2018). Goal Setting Theory in Action  (Doctoral dissertation, Mercer University, Macon, Georgia). Retrieved from https://libraries.mercer.edu/ursa/handle/10898/5130
• Cianci, A. M., Klein, H. J., & Seijts, G. H. (2010). The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95 (4), 618.
• Drach-Zahavy, A., & Erez, M. (2002). Challenge versus threat effects on the goal–performance relationship. Organizational Behavior and Human Decision Processes, 88 (2), 667-682.
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256.
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41 (10), 1040.
• Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of personality and social psychology, 54 (1), 5.
• Erez, M. (1977). Feedback: A necessary condition for the goal-setting-performance relationship. Journal of Applied Psychology, 62(5) , 624-627.
• Frese, M., Brodbeck, F., Heinbokel, T., Mooser, C., Schleiffenbaum, E., & Thiemann, P. (1991). Errors in training computer skills: On the positive function of errors. Human-Computer Interaction, 6 (1), 77-93.
• Heslin, P. A., Carson, J. B., & VandeWalle, D. (2008). Practical applications of goal-setting theory to performance management. Performance Management: Putting Research Into Practice , JW Smiter, ed., San Francisco, CA: Jossey Bass.
• Kozlowski, S. W., & Bell, B. S. (2006). Disentangling achievement orientation and goal-setting: effects on self-regulatory processes. Journal of Applied Psychology, 91 (4), 900.
• Latham, G. P., Ganegoda, D. B., & Locke, E. A. (2011). Goal‐Setting: A State Theory, but Related to Traits. The Wiley-Blackwell Handbook of Individual Differences, 577-587 .
• Latham, G. P., & Locke, E. A. (1979). Goal setting: A motivational technique that works! Organizational Dynamics, 8(2) , 68-80.
• Latham, G. P., & Locke, E. A. (2006). Enhancing the benefits and overcoming the pitfalls of goal setting. Organizational Dynamics, 35(4) , 332-340.
• Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annu. Rev. Psychol., 56, 485-516.
• Lee, C., & Earley, P. C. (1992). Comparative peer evaluations of organizational behavior theories. Organization Development Journal.
• Lightsey, R. (1999). Albert Bandura and the exercise of self-efficacy. Journal of Cognitive Psychotherapy, 13 (2), 158.
• Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance . Prentice-Hall.
• Locke, E. A., & Latham, G. P. (2019). The development of goal-setting theory: A half-century retrospective. Motivation Science.
• Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological science, 15 (5), 265-268.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal-setting and task motivation: A 35-year odyssey. American Psychologist, 57 (9), 705.
• Locke, E. A. (1969). What is job satisfaction?. Organizational behavior and human performance, 4(4), 309-336.
• Lunenberg, M., & Samaras, A. P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and teacher education, 27 (5), 841-850.
• Matthews, G. (2015). The study focuses on strategies for achieving goals, resolutions.
• Miner, J. B. (1984). The validity and usefulness of theories in emerging organizational science. Academy of Management Review, 9 (2), 296-306.
• Miner, J. B. (2005). Organizational behavior 1: Essential theories of motivation and leadership . M. E. Sharpe.
• Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal-setting and student achievement: A longitudinal study. The Modern Language Journal, 96 (2), 153-169.
• Petersen, A. (2019). How Millennials Became The Burnout Generation. Retrieved from https://www.buzzfeednews.com/article/annehelenpetersen/millennials-burnout-generation-debt-work
• Ordóñez, L. D., Schweitzer, M. E., Galinsky, A. D., & Bazerman, M. H. (2009). Goals gone wild: The systematic side effects of overprescribing goal-setting. Academy of Management Perspectives, 23 (1), 6-16.
• Roney, C. J., Higgins, E. T., & Shah, J. (1995). Goals and framing: How the outcome focus influences motivation and emotion. Personality and Social Psychology Bulletin, 21 (11), 1151-1160.
• Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal-setting and goal orientation: An integration of two different yet related literatures. Academy of management journal, 47 (2), 227-239.
• Shearer, B. A., Carr, D. A., & Vogt, M. (2018). Reading specialists and literacy coaches in the real world. Waveland Press.
• Vroom, V. H. (1964). Work and motivation (Vol. 54). New York: Wiley.
• Winters, D., & Latham, G. P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group & Organization Management, 21 (2), 236-250.
• Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3) , 663-676.

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BTW the A in SMART is Assignable… Not achievable. Achievable and Realistic are the same.

Hi, This was wonderful. Reading this article was enjoyable with full understanding. I didn’t know what to do but I have got a full concept on goal-setting of which i am ready to write about it . Thank you so much.

Great article – I’ve just read it as I am composing my own article on goal setting. There is a lot of really useful information on here and you have managed to condense a lot of information into key messages. The nuanced point really resonated, I am writing about exactly that topic. I have a site which is to help people with self-development and overall well-being and I myself have to work out how to get the balance right between self-development and savouring life/living in the present so it’s good to see it also mentioned here. I will link to this article on my site and bring through some of the key messages to reinforce some of my own.

Great article! So much detail, knowledge, and inspiration in this article. Enjoyed reading it!

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4.5: Case Study- SMART Goals

• Last updated
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• Heather Burns, Connie Ogle, & Allyson Valentine
• Harrisburg Area Community College (HACC)

Case Study: SMART Goals

In the following scenario, meet a fictional student, Melissa, who wants to make improvements in a college class so she writes an effective goal using all of the SMART criteria to do so.

Melissa is taking an anatomy and physiology class which is an important prerequisitie for her nursing degree. The class is challenging, and she's worried about her grade. Melissa knows she needs to earn at least a B in the class to be in good standing for clinical acceptance, but she currently has a low "C" at midterm. She does well in lab quizzes but earned a lower grade on exam #1. Melissa first analyzes her situation in terms of how she has prepared for exam #1, how much time she been reading and studying and how she actually has in terms of her work schedule, family commitments and other classes. Melissa writes the following goal statement:

"By the beginning of week seven of this semester, I will be spending at least one hour per day reviewing the notes I took on the textbook chapters, and I will have scheduled two study sessions with a partner in the tutoring center so that I can earn an 80% or higher on exam #2."

S = earn a certain grade on exam #2

M = one hour per day reviewing notes; two study sessions; 80% of higher

A = Melissa understands the practical lab information but realizes she hasn't been paying enough attention to the textbook.

R = She can spend the time needed based on an analysis of her other commitments.

T = the beginning of week 7

Reflection Questions:

• How will Melissa know that she achieved her goal?
• If you were Melissa's friend or classmate, how would you know whether or not she achieved her goal?

Goal Setting for Students: A Step-by-Step Guide

06 Oct, 2023 | Blog Articles , Get the Edge

A Step-by-Step Guide to Creating Your Goal Setting Action Plan

Now it’s time to create your action plan!

1. Identify your goals 

The first step is to decide on your long-term goals, and the more specific the better! For example, pursuing a career in law is a great long-term goal.  Pursuing a career in environmental law is an even better long-term goal! The more specific your long-term goals are, the easier it’ll be to set your short-term goals. 

Keep in mind that none of this is set in stone! The benefit of having both long- and short-term goals is that it’s a lot easier to adapt smaller goals to coincide with your wider objectives.

2. Break them down

Once you’ve set some long-term goals, you can break each one down into smaller tasks. 

So, if your goal is to achieve a grade A on your A-level Chemistry exam, your smaller goals might look like:

• Complete one past paper a week under exam conditions
• Make concise revision notes for the organic chemistry module
• Practice equation flashcards with Sophie every Monday lunchtime

These goals are much more manageable on a day-to-day basis but still keep the longer-term goal in mind. 

3. Set measurable milestones

Y our short-term student goals are like a series of checkpoints on your way towards your long-term university or career goals . Setting these checkpoints at regular intervals helps your long-term goals feel more palpable, keeping you motivated and inspired. 

With a clear outline of steps to take, you’ll always be prepared for the next stage of your journey.

4. Assign deadlines 

Deadlines should be challenging but attainable. Your long-term goals can have broader deadlines, by age or by year. For example, you might want to gain a degree in International Relations by the time you’re 21. 

Your short-term goals can be laid out by day, week or month. Having this range of deadlines helps to maintain your focus, and develops your time-management skills in the process. 

As we said at the start, you’re achieving goals without even realising!

5. Prioritise tasks 

Just as important as assigning deadlines is assigning each task a priority level. 

If one of your goals is to do an hour’s revision a day for an exam relevant to your university application, this would likely take priority over reading a book on a topic of interest each month. 

The latter goal is of course important and enriching, but the revision is more time sensitive. The extracurricular reading is a goal best suited for when you have more free time. 

6. Gather resources and support

Achieving your goals is difficult without the correct resources. Thankfully, the internet is packed full of useful articles, textbooks and films relevant to every  subject.

Google Scholar is a great tool for finding a number of academic  books and peer-reviewed essays on a huge variety of topics. 

Work experience and summer courses are excellent for making the most of your summer break and can support your personal development goals like increasing self-confidence, communication skills and critical thinking.

7. Develop strategies

Each task will be challenging in its own way, and thinking about how to tackle them is an important step. In our increasingly technological world, there are more distractions than ever, meaning that focusing on your goals can sometimes take a lot of willpower and determination. 

Consider the possible challenges that might arise for each goal, and how you can successfully manage them. If you’re prone to checking your phone while studying – and suddenly you’re scrolling TikTok for hours! – then you might want to download the Forest focus app. Similarly, if you’re often tired after school, you might want to do your hour of revision in the morning.

The internet has a wealth of resources on how to be a successful student and how to achieve your goals, so be sure to take advantage of it! 

8. Track your progress 

Tracking the progress you make towards your goals can be extremely rewarding.

Whether you track your progress through a digital calendar, a journal, or a goal-setting app, having a comprehensive log of all your achievements will come in handy when you’re writing your personal statement or putting together a CV . 

9. Stay flexible

High school is a time of growth and development, and your goals are likely to change a little – or a lot! Although the more specific you can be with your long-term goals the better, there’s always room for flexibility if you decide to change direction. 

The short-term goals you’ve already achieved will always be valuable. Personal development skills like communication, time-management and critical thinking can be adapted to any career and are essential in setting you apart from other candidates.

10. Celebrate achievements 

A chieving your goals, big and small, is a very worthy cause for celebration! Whether it’s a film with your friends or your favourite snack, little celebrations for reaching milestones can help you to stay motivated and committed.

11. Seek accountability

Setting goals and sticking to them involves holding yourself accountable, but sometimes it’s good to have other people on board too! 

Sharing your goals with someone you trust means you’ll have support every step of the way. They can root for you and encourage you to achieve your full potential, even when you’re not sure you can. Friends, family, teachers and mentors are great accountability partners . 

12. Stay positive and persistent

This final step is to stay positive!

A positive mindset and a little extra determination can help you to overcome any obstacles and achieve your goals! 

We hope this guide has been helpful – and that your new goal is to set lots more goals! 

Your future place at university or your dream job may seem like a long way off right now, but it’ll soon be within touching distance. Remember, you can achieve anything you set your mind to!

Sam is a recent English graduate from the University of Bristol whose interests include twentieth-century fiction, film, and cultural criticism.

Get a head start on your future!

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Life Goals and Their Changes Drive Success

New Study from University of Houston Indicates If You Can Dream It, You Can Be It

By Laurie Fickman — 713-743-8454

• Health and Medicine

“Where is my life going?” “Who do I want to be?”

As future-thinkers, adolescents spend significant time contemplating these types of questions about their life goals. A new study from the University of Houston shows that a s people grow from teenagers to young adults, they tend to change the importance they place on certain life goals, but one thing is certain: The existence of high prestige and education goals, as well as their positive development, can drive success.  

“Adolescents who endorsed higher levels of prestige and education goals tended to have higher educational attainment, income, occupational creativity, occupational prestige and job complexity after 12 years,” reports Rodica Damian, associate professor of psychology in the Journal of Personality and Social Psychology . The paper’s first author, Andreea Sutu, is a former graduate student of Damian’s. Also on the team are former UH assistant professor Kevin Hoff and Sif Einarsdóttir of the University of Iceland.  

No prior studies have investigated associations between life goal development and educational or occupational outcomes.

Damian and colleagues found that goals fluctuate – some dreams and goals of youth fall away while some, related to family (like being close to your relatives), relationships (like having good friendships or a romantic partner) and community (like being involved in your neighborhood or helping others) stay strong. These goals might become even more significant as people get older.  

“Life goals are expected to change over time and these changes are expected to have consequences for future life outcomes, including occupational outcomes,” said Damian. “By understanding how changes in life goals relate to educational and occupational outcomes (above and beyond adolescent levels), we show how changes within individuals may also predict desired educational and occupational attainment.”  

The study examined how life goals developed with age and how adolescent levels of goals, and their development through young adulthood, related to educational attainment and occupational outcomes in young adulthood. The study used two nationally representative samples of Icelandic youth followed longitudinally across 12 years from late adolescence to young adulthood.    

“ For educational attainment, the strongest effects were found for education goals. Both initial levels and slopes of education goals were positively associated with educational attainment in both samples,” said Damian. “This indicates that adolescents with higher education goals, and those who showed a more positive change pattern in education goals, had higher educational attainment in young adulthood.”  

Education and prestige goals emerged as the most consistent predictors of later income and that changes in these goals across time were the most consistent predictors of later occupational prestige and complexity.  

“Our work highlights the importance of better understanding sources of goal development in adolescence and young adulthood. Overall, our focus on life goal development, educational attainment and occupational outcomes informs theoretical and practical understanding about the importance of life goals for real-world outcomes,” said Damian. 

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University of Houston Lands 18 Programs in Latest QS World University Rankings

The University of Houston is, once again, demonstrating its strength as a global leader. UH has 18 programs ranked among the top in the world according to the 2024 edition of the QS World University Rankings by Subject, released today by QS Quacquarelli Symonds.

• University and Campus

Update on the fund for students and academics in Gaza

25 april 2024

We offer financial aid to UvA students from the Palestinian territories or Israel who are in financial need because of the war. We also want to give students and academics from Gaza the opportunity to come and study or work at the UvA. At the same time, we will initiate an exploratory study into long-term funding for academics in war zones.

Immediate help for students in case of financial need now available

Are you an UvA-student from the region requiring financial aid? Find out what criteria apply and how to book an appointment with a student counsellor . You will then look at the possibilities together. Students can apply for help up until 1 July 2024.

Exploratory study into future assistance

We will initiate an exploratory study into how best to provide the other two types of assistance in the long term. More information on this will follow at a later date.

More information

Click here for more information about the fund and other assistance in relation to this conflict.

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