The ABCs Approach to Goal Setting and Implementation

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The ABCS of Setting and Implementing Effective Goals

Christine Harrington Ph.D.November 10, 2014 Cengage Learning Webinar

© marekuliasz/shutterstock.com


Before we begin, let’s CHAT…

What are you hoping to get out of

today’s webinar?


Agenda

Importance of Goals

Mixed Research on SMART goals

New Goal Framework: ABCS


IMPORTANCE OF GOALS


Importance of Goals

Goals

Success

Locke & Latham (2002)


Exploring the ResearchMorisano, Hirsh, Peterson, Pihl & Shore (2010)

Research Question:

Does a goal setting intervention help students stay in

college and perform better

academically?iQoncept/Shutterstock.com


The StudyMorisano, Hirsh, Peterson, Pihl & Shore (2010)

85 college students who were struggling academically

Goal setting intervention

(2 ½ hours)

Generic intervention

GPA, Survey questions about withdrawal rates

and emotions


The ResultsMorisano, Hirsh, Peterson, Pihl & Shore (2010)

Received Goal Setting Training Did not receive Goal Setting Training0

0.5

1

1.5

2

2.5

3

3.5

2.91

2.25

GPA

GPA


The ResultsMorisano, Hirsh, Peterson, Pihl & Shore (2010)

Goal group less likely to drop classes

Goal group had fewer negative emotions


The So What FactorMorisano, Hirsh, Peterson, Pihl & Shore (2010)

Learning about

goals is valuable! © Filipe Frazao/shutterstock.com


But….

WHAT should we be teaching students about

goals?


Poll Question:

Do you teach students the SMART goal framework?

a) Yes always!b) Sometimesc) No


Poll Question:

Are you familiar with other goal frameworks?a) Yes (please write down the

framework in the chat box)b) No


CHAT TIME: What do you think is the MOST IMPORTANT

characteristic of a goal?


SMART GOALS


SMART Goals

SMART GOALS

Specific

Measureable

Achievable

Realistic/Relevant

Time-based/Trackable


Limited Research Support

“there is a dearth of recent reported research on the conceptual robustness or effectiveness of heuristic goal-setting devices such as SMART”

(Day & Tosey, 2011, p. 530)


Do goals need to be realistic?

Maybe not!

• Unrealistic goals do NOT appear to be detrimental• (Linde, Jeffrey, Finch, Ng, & Rothman, 2004)


Redundancy in SMART Goals?

Specific- Measurable

Achievable- Realistic


What’s Missing in SMART Goals?

Challenge!


The MOST Important Goal Characteristic!

Challenging Goals, Better

Results

Locke and Latham (2002)Wicker, Hamman, Reed, McCann, &

Turner (2005)


THE ABCS APPROACH TO GOAL

SETTING AND MONITORING


ABCS Framework

Aim High

Believe in Yourself

Care and Commit

Specify and Self-Reflect


AIM HIGH: Challenging Goals

“the highest or most difficult goals produced the highest levels of effort and performance”

(Locke & Latham, 2002, p. 706)


Depression: Is there a Downside to Challenging Goals?

Reynolds & Baird (2010)

1979•Ages 14-22•12,686 participants

1992 •9,016 participants

Highest Degree •4,892 participants

© Jochen Schoenfeld/shutterstock.com


Goal Attainment?Reynolds & Baird (2010)

Fell Short of Goal

Achieved Goal Exceeded Goal0

10

20

30

40

50

60

Percentage

Percentage


Results… Go Ahead Challenge Yourself

Reynolds & Baird (2010)

• No evidence of “emotional cost” (depression) for unrealized goals

• Higher expectations were associated with lower levels of depression

© Marilyn Volan/shutterstock.com


BELIEVE IN YOURSELF

Self-Efficacy


Self-Efficacy

More likely to persevere

when faced with setbacks or difficulties

Komarraju & Nadler (2013)


To Build Self-Efficacy

Have courage to take risks

Identify action steps

Reflect on experiences

Expect mistakes to happen sometimes

Access help as needed


CARE AND COMMIT:Motivation Matters!

© Phase4Studios/shutterstock.com


Intrinsic Motivation

“ intrinsic motivation is the strongest predictor of academic performance, followed by effort”

(Goodman et al., 2011, p.353)


High Commitment- High Success

Low Goal High Goal0

1

2

3

4

5

6

7

8

9

10

Low CommitmentHigh Commitment

Seijts & Latham (2011)


SPECIFY

“Do Your Best” Goals

DON’T Work

Locke and Latham (2002)


Benefits of Specific Goals

Increased Effort

Easier Monitoring of Progress

(Roney & Connor, 2008; Locke & Latham, 2006)


SELF REFLECT How are you Doing?

• “Check up” on yourself

• Monitor progress made thus far

• Make adjustments as needed

© Dragan Grkic/Shutterstock.com


The Academic Self-Regulation Process


Research on Self-ReflectionDietz-Uhler & Lanter (2009)

Will students who complete a four question self-

reflection activity before a quiz

perform better than students who complete this

activity after the quiz?


The StudyDietz-Uhler & Lanter (2009)

107 undergraduate students

Reflection First

Self-enhancement topic

Prisoner’s dilemma topic

Quiz FirstSelf-enhancement

topic

Prisoner’s dilemma topic


The 4 Questions

1. Identify one important concept, research finding, theory or idea in psychology that you learned while completing the activity.

2. Why do you believe that this concept, research finding, or idea in psychology is so important?

3. Apply what you have learned from this activity to some aspect of your life.

4. What question(s) has the activity raised for you? What are you still wondering about?

Direct from Dietz-Uhler & Lanter (2009) p. 40


The Results!Dietz-Uhler & Lanter (2009)

Reflection first Quiz first0

10

20

30

40

50

60

70

80

90

100

Quiz Performance

Quiz Performance


A PROBLEM: Illusions of Competence

Students who simply studied thought they did the best but they did not!

Direct from Karpicke & Blunt (2011)


The Problem with Over-Confidence

Students may stop

studying too soon!


Exploring the ResearchDunlosky & Rawson (2012)

Research Questions:1. What happens

when students are over-confident?

2. Does overconfidence lead to lower levels of achievement?


The First StudyDunlosky & Rawson (2012)

48 students

No Standard Idea-Unit- check section of text

Task: Read a passage and learn key words;Had to make judgment about their accuracy


The First Study: Results!Dunlosky & Rawson (2012)

Students who were over-

confident stopped practicing and

performed more poorly.

Students who checked their

answers were more accurate


The Second StudyDunlosky & Rawson (2012)

158 college students read passage to learn key words

All in Idea Unit- compared their answer to information in the text

Confidence level assessed


The Second Study: Results!

Dunlosky & Rawson (2012)

Over-confidence associated with poor performance


The So What FactorDunlosky & Rawson (2012)

• Accurate judgments are important

• Seek external information to increase accuracy


CHAT TIME…How can YOU help students increase accuracy when making judgments about their progress?


Understanding How Much Assignments “Count”

Final Grade: 87 B + Assignment Grade Percentage

Research Paper

90 60

Quizzes 70707070

10

Final Exam 87 30

Final Grade: 79 C+ Assignment Grade Percentage

Research Paper

90 15

Quizzes 70707070

45

Final Exam 87 40


ONLINE PUBLISHER SUPPORT


Poll Question:

Do you ask your students to use online publisher tools?

a) Yes I require students to use the online supports (it’s part of their final grade)

b) Yes I encourage students to use the online supports (it’s extra credit)

c) Yes I encourage students to use the online supports but it doesn’t “count”

d) No I don’t ask students to use the online publisher tools


Let’s Review…ABCS Framework

Aim High

Believe in Yourself

Care and Commit

Specify and Self-Reflect


Teaching Tips

• Creating Goals

• Jigsaw Classroom

• Evaluate Your Goals

• Social Media Campaign


Thank You!

Questions?Contact Christine Harrington at [email protected]

732.690.2090Join me at

Connect Yard

mailto:[email protected]

mailto:[email protected]

The ABCs Approach to Goal Setting and Implementation

Education

Transcript of The ABCs Approach to Goal Setting and Implementation