goal setting as system approach to education(paper-1) by bhawna kukreja

GOAL SETTING AS PART OF SYSTEM APPROACH

WHY IS IT IMPORTANT TO SET GOALS

Goal setting is an important component of students' motivation, self-regulation, and achievement in academic settings. A goal is a behavior or outcome that one is consciously trying to perform or attain. Goal setting refers to the process of establishing that behavior or outcome to serve as the aim of one's actions. Goals can exert positive effects in achievement settings by directing learners' attention to important activities and away from distractions and by mobilizing their effort and persistence directed toward goal attainment. Given the centrality of goals to classroom learning, it is important that students set goals that are likely to have desirable effects.

TYPES OF GOALS

Ø ABSOLUTE : An absolute goal has a fixed standard, such as reading one chapter in a book in one hour.

Ø NORMATIVE : A normative goal is relative to the attainments of others, such as being the first one in class to finish an assignment.

Goals can be distinguished according to how far they extend into the future. Goals may be relatively close at hand (proximal) such as reading one chapter tonight, or more long term (distant) such as reading one chapter by the end of the current week. Proximal goals lead to higher motivation directed toward goal attainment than do long-term goals (Bandura, 1986).

Goals also can be distinguished according to the specificity of their performance standards. Goals that incorporate specific standards (e.g., complete 20 problems in one hour) are more likely to enhance motivation and learning than are general goals (e.g., do your best) because specific goals better describe the amount of effort needed to succeed.

GOAL SETTING EFFECTS ON ACHIEVEMENT OUTCOMES

Bandura's theory identifies two types of expectations. Outcome expectations are beliefs about the likely consequences of actions. Based on their past experiences and observations of models in their environments people form beliefs about the likely consequences of given actions. People are likely to act in ways that they believe will lead to desired outcomes. Outcome expectations can motivate behavior over long periods when people believe that their actions will eventually result in success.

Bandura's social cognitive theory (1986) contends that learners set goals that they feel self-efficacious about attaining and believe that when attained will result in positive outcomes. They evaluate their goal progress as they work on the task. Their self-efficacy and motivation are strengthened when they believe that they are making progress toward their goals. Self-efficacy is further enhanced when learners attain their goals, as well as their motivation to set and pursue new goals.

IMPLICATIONS FOR EDUCATORS

Ø students' learning, motivation, and self-regulation can be improved

Ø students pursue goals that are specific, proximal, and moderately difficult

Ø receive feedback on their goal progress

Ø focus their attention on learning processes

Ø shift their focus to outcome goals as their skills develop

Ø immediate goals are motivating