The ABCs Approach to Goal Setting and Implementation

1. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 1 The ABCS of Setting and Implementing Effective Goals Christine Harrington Ph.D. November 10, 2014 Cengage Learning Webinar © marekuliasz/shutterstock.com

6. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 6 Exploring the Research Morisano, Hirsh, Peterson, Pihl & Shore (2010) Research Question: Does a goal setting intervention help students stay in college and perform better academically? iQoncept/Shutterstock.com

7. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 7 The Study Morisano, 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

8. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 8 The Results Morisano, Hirsh, Peterson, Pihl & Shore (2010) 2.91 2.25 0 0.5 1 1.5 2 2.5 3 3.5 Received Goal Setting Training Did not receive Goal Setting Training GPA GPA

9. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 9 The Results Morisano, Hirsh, Peterson, Pihl & Shore (2010) Goal group less likely to drop classes Goal group had fewer negative emotions

10. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 10 The So What Factor Morisano, Hirsh, Peterson, Pihl & Shore (2010) Learning about goals is valuable! © Filipe Frazao/shutterstock.com

17. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 17 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)

18. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 18 Do goals need to be realistic? Maybe not! •Unrealistic goals do NOT appear to be detrimental • (Linde, Jeffrey, Finch, Ng, & Rothman, 2004)

21. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 21 The MOST Important Goal Characteristic! Challenging Goals, Better Results Locke and Latham (2002) Wicker, Hamman, Reed, McCann, & Turner (2005)

24. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 24 AIM HIGH: Challenging Goals “the highest or most difficult goals produced the highest levels of effort and performance” (Locke & Latham, 2002, p. 706)

25. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 25 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

26. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 26 Goal Attainment? Reynolds & Baird (2010) 0 10 20 30 40 50 60 Fell Short of Goal Achieved Goal Exceeded Goal Percentage Percentage

27. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 27 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

30. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 30 To Build Self-Efficacy Have courage to take risks Identify action steps Reflect on experiences Expect mistakes to happen sometimes Access help as needed

32. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 32 Intrinsic Motivation “ intrinsic motivation is the strongest predictor of academic performance, followed by effort” (Goodman et al., 2011, p.353)

33. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 33 High Commitment- High Success 0 1 2 3 4 5 6 7 8 9 10 Low Goal High Goal Low Commitment High Commitment Seijts & Latham (2011)

36. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 36 SELF REFLECT How are you Doing? • “Check up” on yourself • Monitor progress made thus far • Make adjustments as needed © Dragan Grkic/Shutterstock.com

39. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 39 Research on Self-Reflection Dietz-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?

40. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 40 The Study Dietz-Uhler & Lanter (2009) 107 undergraduate students Reflection First Self-enhancement topic Prisoner’s dilemma topic Quiz First Self-enhancement topic Prisoner’s dilemma topic

41. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 41 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

42. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 42 The Results! Dietz-Uhler & Lanter (2009) 0 10 20 30 40 50 60 70 80 90 100 Reflection first Quiz first Quiz Performance Quiz Performance

43. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 43 A PROBLEM: Illusions of Competence Students who simply studied thought they did the best but they did not! Direct from Karpicke & Blunt (2011)

45. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 45 Exploring the Research Dunlosky & Rawson (2012) Research Questions: 1. What happens when students are over-confident? 2. Does overconfidence lead to lower levels of achievement?

46. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 46 The First Study Dunlosky & 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

47. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 47 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

48. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 48 The Second Study Dunlosky & 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

50. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 50 The So What Factor Dunlosky & Rawson (2012) • Accurate judgments are important • Seek external information to increase accuracy

52. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 52 Understanding How Much Assignments “Count” Final Grade: 87 B + Assignment Grade Percentage Research Paper 90 60 Quizzes 70 70 70 70 10 Final Exam 87 30 Final Grade: 79 C+ Assignment Grade Percentage Research Paper 90 15 Quizzes 70 70 70 70 45 Final Exam 87 40

54. Copyright 2016 Harrington © Cengage Learning. All rights reserved. 1 | 54 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