Self-reflection, growth goals, and academic outcomes: A qualitative study.
Cheryl J Travers1, Dominique Morisano2,3, Edwin A Locke4
1School of Business and Economics, Loughborough University, UK.
The British Journal of Educational Psychology
|December 30, 2014
Summary
Setting academic growth goals, both direct and indirect, significantly boosts student performance and well-being. Reflective goal-setting practices enhance self-efficacy and academic achievement long-term.
Area of Science:
- Educational Psychology
- Motivation Theory
- Student Development
Background:
- Goal-setting theory is a leading framework for motivation and performance.
- Academic applications of goal-setting theory are less explored than in organizational psychology.
Purpose of the Study:
- To explore academic growth using a qualitative, reflective goal-setting methodology.
- To summarize existing quantitative research on goal-setting in academic contexts.
Main Methods:
- A qualitative study involving 92 UK final-year students in a personal development module.
- Data collected through reflective diary entries and questionnaires during and after the program.
- Follow-up survey conducted 6 months post-program to assess long-term impact.
Main Results:
- 20% of student goals directly targeted academic growth, significantly impacting performance.
- Indirect goals (e.g., stress management) positively influenced academic growth and well-being.
- Growth goal-setting continued to positively affect academic factors like self-efficacy and performance post-program.
Conclusions:
- Academic growth is achievable through both direct and indirect growth goals.
- Integrating reflection with goal-setting enhances academic growth.
- This approach offers unique implications for learning and development strategies.
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