THE EFFECT OF SELF-SET GRADE GOALS AND CORE SELF-EVALUATIONS ON ACADEMIC PERFORMANCE: A DIARY STUDY
Tanja Bipp1, Ad Kleingeld2, Marieke Van Den Tooren3
11 Eindhoven University of Technology, The Open University, The Netherlands.
Psychological Reports
|November 24, 2015
Summary
Setting academic grade goals boosts performance, but only for students with high core self-evaluations. This finding highlights the importance of self-belief in achieving educational success.
Area of Science:
- Psychology
- Educational Psychology
- Academic Achievement
Background:
- Student academic performance is influenced by various factors, including goal setting and individual psychological traits.
- Core self-evaluations represent a fundamental personality construct reflecting an individual's basic conclusions about themselves.
- Understanding the interplay between self-set goals and personal evaluations is crucial for optimizing learning outcomes.
Purpose of the Study:
- To investigate the relationship between self-set grade goals and academic performance in university students.
- To examine the moderating role of core self-evaluations in the goal-performance link.
- To provide insights into enhancing academic success through psychological and goal-setting interventions.
Main Methods:
- A diary study design was employed, collecting data over a 2-week examination period.
- Participants included 59 university students (average age 18.4 years).
- Multilevel analyses were used to analyze the data collected across multiple exam days.
Main Results:
- A significant positive association was found between students' self-set grade goals and their achieved exam grades.
- This positive goal-performance relationship was contingent upon students' levels of core self-evaluations.
- Students with high core self-evaluations demonstrated a stronger link between their goals and performance.
Conclusions:
- Self-set grade goals can effectively enhance academic performance.
- Core self-evaluations play a critical role in mediating the success of goal-setting strategies.
- Interventions aimed at improving academic performance should consider both goal-setting practices and the development of core self-evaluations.
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