OVERVIEW OF GOAL SETTING
A goal is the aim of an action or task that a person desires to achieve or obtain. To achieve mastery goals, students compare their achievement to their own past efforts and not others and have intrinsic motivation. This type of goal differs from performance goals based on competition with other students (Dweck & Leggett, 1988).
Goal setting is the ability to identify specific long- and short-term performance targets to obtain a desirable outcome. Once students determine their own goals, which should be specific, measurable, and achievable, they can channel their efforts to work toward the goal. However, before they set a goal, students should have the requisite skill and knowledge; believe they can accomplish the goal and commit to it; have a structure that aids in achieving the goal. After a goal is set, students need to monitor their progress and obtain feedback from trusted others to attain the goal they set (Locke & Latham, 2002).
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UNPACKING GOAL SETTING
Key Points
Focused on own improvement
By having students focus on themselves with mastery goals, the teacher can help students reorient focus on personal improvement rather than competition.
Meaningful to student
Effective goals are based on what students want and not what others want. These “student-centered” goals then belong to the student. Students who pursue goals for their own reasons rather than being told to are more likely to persist in trying to achieve the goal, and will also better deal with setbacks than students who have goals forced on them (Deci & Ryan, 2000).
Data based
Effective goal setting is based on interest and skill assessment data such as prior experience or skill level. They also should include input from others such as teachers or other trusted individuals who can help students find and reflect on relevant, personal data that can inform goal setting (Gaumer Erickson, Soukup, Noonan & McGurn, 2015)