OVERVIEW OF HOW TO SUPPORT GOAL SETTING
In self-regulation, goal setting is a series of processes in which an individual sets a goal and develops a plan of action to reach a destination. With the plan that helps students stay focused, students know what to do sequentially and also consistently. They learn goals typically are a journey of many steps not just one. They will monitor self-performance and evaluate that performance in comparison to plan standards. Based on this evaluation and feedback from others, they can change their actions to further enhance their performance and optimally reach their goals.
However, in practice, self-regulation steps may overlap, not be feasible, need additional time, and deviate from the original design. Nevertheless, student evaluation and monitoring helps students stay flexible and enables the student to change what isn’t working and also do more of what is working.
UNPACKING SUPPORTING GOAL SETTING
Ask students to think of actions needed to attain the goal.
For example, if the goal is to improve a test score, how will the student accomplish that improvement? When will each action be done? Who will be a resource? Who can give feedback to help gauge whether the goal is being pursued effectively or changes are needed? Obtaining reaction information from others contributes to data-based goal setting.
Have students outline a goal step-by-step separate the goal into smaller targets to aim for on the goal journey.
They will learn short-term goals can be intermediary goals for achieving the ultimate goal. After students prioritize these smaller targets, they create an action plan they can follow. Then, as they complete each target, they can see the progress to the ultimate goal.
EXAMPLE ACTION PLAN Student Learning Goal: I will submit a complete college application by the end of November.
Actions Required:
Encourage students to make adjustments and keep trying.
During the goal setting process, explaining tasks may be harder than first thought or circumstances may happen beyond the students’ control. Students might not be able to attain the exact goal that they set or accomplish every action item. They might fail at a goal target. However, students should be encouraged to focus on their progress and not obsess about perfection.
Also explain to students that they have to monitor and make adjustments to their goal periodically. After a review, they may have to approach tasks differently or modify their plan along the way if the original plan isn’t effective. For example, a student may have to add a step, e.g., “I will ask classmates for help when I don’t understand.” Goal revision is an opportunity to model functional change in response to changing situations.
Self-Efficacy
Self-Efficacy
Self-efficacy and goal setting are affected by self-observation, self-judgment, and self-reaction. When students perceive satisfactory goal progress, they feel capable of improving their skills; goal attainment, coupled with high self-efficacy, leads students to set new challenging goals.
Always provide appropriate feedback.
Feedback from trusted others helps students be aware of their progress or regression. They might be trying to do what is need but not be able to gauge the level of effort needed to purse the goal. Feedback also allows students to see what might need to be modified. For example, if students receive teacher commentary at regular intervals about a semester-long class project, they can adjust focus and change efforts. Without feedback, students do not know whether they are progressing on the right path.
This process feedback helps students adjust efforts and may include specific tasks that need to be done to achieve the desired goal. When the goal is completed, they will receive outcome feedback that analyzes their efforts. Both types of feedback should be specific so students know what they need to do for expected performance.
As with any positive behavior change, contingent reinforcement encourages efforts and helps students retain commitment.