1. Chapter 4
Goal Setting
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2. Agenda Learning Objectives Identity Status
What are your governing values?
Why are goals effective?
Practice creating SMART goals.
Discussion
Chapter 5 Preview
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3. Learning Objectives
Understand the different phases of identity formation and how this concept applies to your identity as a college student.
Evaluate different values and identify your one governing value.
Understand the relationship between governing values and goals.
Identify why goal setting is effective in increasing our motivation.
Execute setting SMART goals.
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4. Identity, Values, and Goals
Identity and values are inextricably tied.
Effective goals are derived from our values.
Identity
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5. Identity
Goals
Values
Identity
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6. Marcia’s Identity Status Theory
CRISIS No
Yes
Achieved
Foreclosed
Moratorium
Diffusion
Yes
COMMITMENT
Most college freshman are in diffusion No
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7. Marcia’s Identity Status Theory
CRISIS No
Yes
Achieved
Foreclosed
Moratorium
Diffusion
Yes
COMMITMENT
Some have chosen a major or career without exploring their identity and / or values. Often times these careers are chosen for them by family members. No
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8. Marcia’s Identity Status Theory
CRISIS
Yes No
Achieved
Foreclosed
Moratorium
Diffusion
Yes
COMMITMENT
When students begin to explore their identity, values and career goals, they experience moratorium. It is only through their exploration that students can reach the “Achieved” status. No
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9. Marcia’s Identity Status Theory
CRISIS
Yes No
Achieved
Foreclosed
Moratorium
Diffusion
Yes
COMMITMENT
Marcia’s Achieved status is reached when a student explores their identity (crisis) and makes a commitment based on this exploration. No
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10. Values
Goals
Values
Identity
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11. Productivity Pyramid How? (Smith, 1994) Daily tasks Intermediate goals
Have students complete Exercise 4.1: Self-Observation: Identifying Your Values
Long-range goals
What?
Values
Why?
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12. Here is a list of values. Do the value activity described on the Chapter 4 Summary Card.
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13. Goals
Goals
Values
Identity
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14. How and why do goals work?
Effort
Duration or persistence
Direction of attention
Strategic planning
Reference point
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15. In the presence of a goal…
Performance
Performance
Actual
Time
Time
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16. But in the absence of a goal…
Performance
Actual
Time
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17. What properties of goals enhance motivation?
The effects of goals on behavior depend on three properties (Schunk, 1991):
specificity
proximity
difficulty.
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18. Three Levels of Goals Long-Term Goals: Intermediate Goals: Daily Tasks
Take a year or years to accomplish.
Very broad
By Fall 2020, I want to get accepted into the law school by earning an overall GPA of 3.8.
Intermediate Goals:
Take weeks or months to accomplish
By May 2017, I want to earn a 3.75 GPA in all of my classes by creating representations to help me learn new information.
Daily Tasks
Take hours, days, or a couple of weeks to accomplish
Very specific
By Month 1, 20__, I will create 2 or more effective matrices for Chapter 6 in HIST 101 by comparing and contrasting the information I study.
Change dates and topics to make them relevant to your current class.
The more proximal the goals, the more motivation is increased. Daily goals enhance motivation more than long-term goals.
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19. SMART Goals: 5 characteristics
Specific Measurable Action-Oriented Realistic Timely
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20. Are these SMART goals? I want to try to learn how to study better.
I hope to get along better with my parents.
I would like to get good grades.
Are these SMART goals? Why not?
Which words make these goals ineffective?
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21. Are these SMART goals? I want to try to learn how to study better.
I hope to get along better with my parents.
I would like to get good grades.
Are these SMART goals? Why not?
Which words make these goals ineffective?
NO ADJECTIVES/MODIFIERS!
“Better” - not measurable
“Good grades” - specifics? Is B- good?
There is no action-orientation in the goals - “by doing what?” is missing.
Timely - another missing element.
I want to get along better with my parents - by when?
I want to get good grades – what is good to you?
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22. Make this a SMART goal I want to get good grades by studying harder.
I want to obtain a 3.5 GPA this semester by setting aside 2 hours per day to study in a quiet environment.
S = 3.5 GPA
M = GPA is measurable.
A = I will study in a quiet place for 2 hours a day at minimum.
R = I can make the time to study if I plan my week out. My grades in my classes are all As and Bs currently, so this is reachable.
T = I will achieve this GPA by the end of this semester.
Change this goal to a SMART goal as a group (Guided Practice)
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23. Make this a SMART goal I want to get more sleep.
By March 1, I want to sleep 8 hours a night between Sunday and Thursday by starting my bedtime routine at 11pm.
S = 8 hours/night Sun-Thurs
M = Time can be measured.
A = Creating a bedtime routine that will be started 1 hour before lights out.
R = I’m usually home by 10pm and don’t have to get up until 8am.
T = I will give myself the next week and a half to get used to the routine.
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24. Your turn!
Change the following into a SMART Goal: I want to get an internship soon.
On your own…
Share with your partner
Now think about upcoming assignments or exams. What SMART goal can you write to help you prepare for one of your major assignments or exams?
Let’s share!
Independent practice - Have students complete Exercise 4.2: Writing Personal Goals
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25. Steps in the Goal-Setting Process
Step 1: Identifying and Defining the Goal
SMART (Specific, Measurable, Action-Oriented, Realistic, Timely)
Step 2: Generating and Evaluating Alternative Plans
Step 3: Making Implementation Plans
Step 4: Implementing the Plan
Step 5: Evaluating Your Progress.
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26. Discussion Questions
Which of Marcia’s Identity Statuses are you currently in? Have you gone through crises? If so, what did you learn about your identity? How have your goals changed as a result?
What long-range career goals do you have? Which of your governing values supports these goals?
What intermediate goals and daily tasks have you planned out to support the achievement of your long- range goals?
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27. Preview of Chapter 5: Self-Regulation of Emotions
After studying Chapter 5 you will be able to:
understand the impact of academic emotions on performance;
use self-regulatory strategies to address stress, anxiety, depression, and boredom.
Giving students a preview of the next unit/chapter is a great way to get them engaged in learning and support them in self-regulating.
NOTE: If you are using this book out of order (as recommended), you can find the preview of other chapters at the end of the PowerPoint for the previous chapter.
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