Goal Setting
After reviewing the literature on SRL and goal setting, there is a common theme of linking the importance of goals being a driver in self-regulation and self-regulated learning. Although they all had a common theme, each resource also presented certain aspects that enhanced my own understanding of setting goals and SRL. These aspects are the following:
Looking further into these concepts I realize that they all link back to the role of self reflection. Personally I enjoy the reflective process and thinking deeply by exploring one’s emotions and actions is a deeply satisfying activity. Each of the concepts that stood out for me all made me think about the ‘how’ and draws greater focus on the ‘what’. However, these concepts also challenge my thinking.
In the resource of my choice, Personalizing Lifelong Study Plans, I greatly appreciated the section on ‘Reflection: Blogging to Yourself’. It’s good to see that e-portfolios, discussions on motivation and SRL is emphasised in other professions. In the reflection section, the site posed great guiding statements to better specify what to focus on. In addition to this, three levels are presented:
- Learning Goals vs. Performance Goals (Schunk, D. H. 2001),
- Mindful Attention (Pychyl, T. A. 2009, August 3),
- Deliberate Practice in relation to being in either the learning or performance zone (Eduardo Briceno),
- Importance of words in forming your goals (SMART Goals), and
- The role of metacognition in reflections (Personalizing Lifelong Study Plans).
Looking further into these concepts I realize that they all link back to the role of self reflection. Personally I enjoy the reflective process and thinking deeply by exploring one’s emotions and actions is a deeply satisfying activity. Each of the concepts that stood out for me all made me think about the ‘how’ and draws greater focus on the ‘what’. However, these concepts also challenge my thinking.
In the resource of my choice, Personalizing Lifelong Study Plans, I greatly appreciated the section on ‘Reflection: Blogging to Yourself’. It’s good to see that e-portfolios, discussions on motivation and SRL is emphasised in other professions. In the reflection section, the site posed great guiding statements to better specify what to focus on. In addition to this, three levels are presented:
- Level 1 - The Mirror: A reflection of the self, the self becomes clearer
- Level 2 - The Microscope: Make the small experience large
- Level 3 - The Binoculars: The distant becomes closer
I am amazed at the amount of research and thought that goes into a goal. With this in mind I really feel that goal setting, progressing and hopefully achieving your goal could qualify as an art form. I feel that there needs to be a lot more work in teaching students how to set goals. However, it’s not just the act of setting a goal but setting a goal that is ‘SMART’. In addition to this, I also feel that there needs to be more importance put on the feedback process and not just on the process of setting a goal. As Schuck had stated in his paper, a combination of process goal and goal feedback gave the best results. (Schuck, 78)
Schuck focused on two SRL processes - goal setting and perceived self-efficacy. (Schuck, 71) Whereas, Locke and Latham saw the setting of goals as ‘first and foremost a discrepancy - creating process. It implies discontent with one’s present condition and the desire to attain an object or outcome.’ (Locke & Lathan, 265) The question that comes to my mind is, shouldn’t there be a level of awareness to drive the need to set a goal and how do we get our students to this point? I feel there needs to be a level of awareness prior to setting a goal or a level of drive in an individual. As Locke & Latham put it a ‘discontent with one’s present condition and the desire to attain an object or outcome’.
This thought really weighed on how complex the act of setting a goal can be. Since ‘efficacy appraisal is an inferential process; persons weigh and combine the contributions of personal and situational factors. Factors such as perceived ability, expanded effort, task difficulty, teacher assistance, other situational factors and patterns of success and failure.’ (Schuck, 75) Within the concept of efficacy there are so many other skills that need to be learned by our students. This made me think about what Stuart Shanker discussed in his keynote address about our children being raised in a culture of instant gratification. (People for Education) How do we support this? As a result of this, I feel students need to practice ‘mindful attention’, as discussed by Pychyl, prior to setting a goal to simply stop and think and explore their ‘possible selves’ (Pychyl, iProcrastinate)
Goal setting is a lot more thought provoking, requires a continuous level of practice and the ability to revisit them over time.
Sources:
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268.
Pychyl, T. A. (2009, August 3). iProcrastinate podcast: Self-regulation: Goal setting & attention (tips to reduce procrastination) [Audio podcast]. Retrieved from http://iprocrastinate.libsyn.com/self_regulation_goal_setting_attention_tips_to_reduce_procrastination_
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86. https://journals-scholarsportal-info.proxy.queensu.ca/pdf/00461520/v25i0001/71_gsasdsl.xml
Schuck focused on two SRL processes - goal setting and perceived self-efficacy. (Schuck, 71) Whereas, Locke and Latham saw the setting of goals as ‘first and foremost a discrepancy - creating process. It implies discontent with one’s present condition and the desire to attain an object or outcome.’ (Locke & Lathan, 265) The question that comes to my mind is, shouldn’t there be a level of awareness to drive the need to set a goal and how do we get our students to this point? I feel there needs to be a level of awareness prior to setting a goal or a level of drive in an individual. As Locke & Latham put it a ‘discontent with one’s present condition and the desire to attain an object or outcome’.
This thought really weighed on how complex the act of setting a goal can be. Since ‘efficacy appraisal is an inferential process; persons weigh and combine the contributions of personal and situational factors. Factors such as perceived ability, expanded effort, task difficulty, teacher assistance, other situational factors and patterns of success and failure.’ (Schuck, 75) Within the concept of efficacy there are so many other skills that need to be learned by our students. This made me think about what Stuart Shanker discussed in his keynote address about our children being raised in a culture of instant gratification. (People for Education) How do we support this? As a result of this, I feel students need to practice ‘mindful attention’, as discussed by Pychyl, prior to setting a goal to simply stop and think and explore their ‘possible selves’ (Pychyl, iProcrastinate)
Goal setting is a lot more thought provoking, requires a continuous level of practice and the ability to revisit them over time.
Sources:
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265-268.
Pychyl, T. A. (2009, August 3). iProcrastinate podcast: Self-regulation: Goal setting & attention (tips to reduce procrastination) [Audio podcast]. Retrieved from http://iprocrastinate.libsyn.com/self_regulation_goal_setting_attention_tips_to_reduce_procrastination_
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86. https://journals-scholarsportal-info.proxy.queensu.ca/pdf/00461520/v25i0001/71_gsasdsl.xml