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Hay, Tristyn N.

University of British Columbia

The fundamental question this study aims to answer is one that many educational researchers are trying to understand: How can we best improve the academic success of our students? Students are most successful academically and otherwise when they are intrinsically motivated. Intrinsic motivation can be increased and maintained when student autonomy, competence and relatedness are nurtured (Deci & Ryan, 2000). As goal setting, particularly SMART goals, may help to embed these psychological requirements, this research sought to determine whether SMART goal setting will result in an increased level of intrinsic motivation and thus academic success. Levels of intrinsic motivation, metacognition and self-control along with grades were assessed in both science and non-science majors in first year post-secondary students utilizing pre- and post- self-reporting questionnaires and a single online goal setting intervention. When the intervention was received earlier in the term, science majors’ grades increased; however, no other responses were observed. In the non-majors there was an increase in self-control, control of learning beliefs, metacognition and intrinsic motivation three weeks following the intervention. Across both majors and non-majors, students’ self-control was also observed to be correlated with goal usage and goal completions. This study suggests that goal setting may be a worthwhile endeavor in the struggle to improve students’ academic success and persistence in first year post-secondary students.

Text

2021-08-12

Attribution-NoDerivatives 4.0 International

http://hdl.handle.net/2429/79277

Interdisciplinary Studies

University of British Columbia

UBCO

http://creativecommons.org/licenses/by-nd/4.0/