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Goal Setting for Academic Success

Goals which measure academic success might include:

. Improvement requires clear behavioral goals, clear outcomes and ways to monitor self-management of goal-oriented behavior.

Goals must be well defined. A goal is well defined when the following three criteria are met.

  1. A goal can be stated as an outcome.
  2. The outcome can be specified as actions.
  3. The outcome can be numerically measured.
A learner needs to master defining goals using all three approaches. The magnitude of improvement in academic and/or personal behavioral goals is influenced by the clarity of goal statements. Use the following exercise to stimulate thought about your academic and/or personal behavioral goal(s).

Effective Goal Setting for College Students



In Which Areas Should I Set Goals?

Doing well in college requires goals to be set in
multiple areas. Visualizing a circle that can be 
partitioned into segments is one way to subdivide
your daily and weekly activities. You may configure
or develop goals for segments which represent priorities
of your daily and weekly life. 

Goals should be set which satisfy the following nine areas:

1)	Goals which improve my problem identification and
	problem solving skills.

2)	Goals which help me allocate time to important
        activities;

3)	Goals which help me understand the institutional
 	structure and rules of the University or College;

4)	Goals which help me communicate and listen 
        effectively in class, academic and social 
        situations;

5)	Goals which help me understand my textbook and 
        improve my note taking skills;

6)	Goals which improve my test preparation and test 
        taking skills;

7)	Goals which help me control and/or reduce stress 
        due to University life and academic rigor; 

8)      Goals which help me improve self-motivation and 
        determination; and,  

9)      Goals which help me  improve my long term memory.



Developing Self Determination and Motivation


     A.	Evaluation of my reasons for attending college.
	* Are my reasons personally realistic?
	* Are my reasons personally meaningful?

     B.	Evaluation of  my occupational aptitude and interest.
	* What occupational goals are most suitable for me?
	* What educational program is most appropriate for me?

     C.	The relationship between  my courses and my occupational plans.
	* What knowledge and skills are required for my chosen vocation?
	* How will these courses help me acquire the necessary training?

     D.	Meeting people who share my educational and occupational interest.
	* Are there professional organizations that I should join?
	* Are there local group meetings that I can attend?

     E.	Seeking work experiences related to my chosen occupation.
	* Are opportunities for related volunteer work available?
	* Are appropriate part-time or summer jobs available?

     F.	Setting short-term educational goals for myself.
	* What grade do I wish to make in each course?
	* What must be done to earn the grade I desire?

     G.	Keeping a visual record of my progress in each course.
	* Am I making satisfactory grades on assignments and tests?
	* Which courses require additional effort to achieve my goal?

     H.	Developimg more efficient study skills.
	* What are my how-to-study strengths and weaknesses?
	* Where can I get help in improving my study skills?

Goal Setting and Problem Definition: Modalities of Behavior (BASIC ID):

Setting a goal in one area of your life may affect other areas of your life. Arnold Lazerus (1976), a noted educator, maintains that potentially seven areas of a person's emotional, physical or psychological life may be involved with a specific goal. In setting a goal consider each of the seven areas in relation to an established goal(s).
1. Behavior
What things do you do or what habits do you have that reduce your academic, social, or interpersonal performance?
2. Affect
These are your emotional states. What feelings and emotions do you have that are troublesome, that you believe interfere with your performance?
3. Sensation
These are physical states - headaches, muscle tension aches, etc. that affect your performance. What physical reactions interfere with your performance?
4. Imagery
These are imaginative states - daydreams, images, and the like - that are unpleasant and hamper your performance. Do you have any?
5. Cognition
These are your beliefs, values, thoughts, and truths. Are there any that contradict your academic and social goals?
6. Interpersonal
These are your relationships with family and friends, which can be helpful or detrimental (supportive or unsupportive) to your performance. Do you have any relationships that are unsupportive?
7. Drugs
This would reflect your physical and mental health and the drugs and medicines you may take to modify the state of your health. If you are drowsy or high a large part of the time, this would interfere with your performance. Are drugs that interfere with your performance?

Readiness Exercise for Group Discussion: Self Awareness Exercise About Achieving Goals Proficiently

 

Describe a skill or activity that you perform well e.g. playing the piano,
roller skating, assembling models, cooking, walking, jogging etc. Focus on 
your attitudes and/or behaviors that helped you become proficient and 
maintain your level of skill. The goal is to heighten your awareness
of operational thinking, self-attributive statements and actions required
to maintain a skill or behavior. Record your insights. You will be
discussing them later.

With you group discuss the attitudes and strategies you used to develop
the skills or behaviors you selected.

	Self Awareness Exercise: Achievement Through Goal Setting

Section A

Directions: Rank the following study behaviors from most important to 
least important. Write an action plan describing how you would accomplish 
the top 10 from your list. Give attention to attitudinal and behavioral
actions.

          1.	Improve Time Management
          2.	Improve Self-Concept
          3.	Control Interferences
          4.	Improve Classroom Listening Skills
          5.	Improve Reading Comprehension
          6.	Study Regularly
          7.	Study in a Quite Place
          8.	Use Sources of Help
          9.	Learn and Use University Rules and Regulations
         10.	Learn to Balance Obligations
         11.	Keep Commitments
         12.	Plan Assignments in Advance
         13.	Use an Effective Note Taking System
         14.	Review at Least 3 Times Weekly
         15.	Take Lecture and Textbook Notes
         16.	Be Consistent
         17.	Say No Often
         18.	Learn to be an Independent Thinker
         19.	Participate Actively in Class
         20.	Reduce Nervous Tension During Test
         21.	Reduce Drug and/or Alcohol Dependence
         22.	Use an Effective Reading System
         


Section B

1.	List the courses you are taking this term. Project the grades you expect to obtain. Write an action plan that includes use campus resources, instructor resources and your study plan. Be specific.

2.	My academic strengths are:
Share your essays and strengths with a group of interested others. Focus on realism and your need for support. Goals will become evident. Set your goals and grow.

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