Tourette Syndrome Plus - Conditions - Executive Dysfunction - Self-Regulation through Goal Setting P.2

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Information Section: Behavior
Article: Self-Regulation through Goal Setting
Source: Dale H. Schunk (2001), ERIC/CASS Digest ED462671
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RECOMMENDATIONS

Theory and research suggest a short list of ways to use goal setting effectively as a component of self-regulation. The following strategies are especially useful.

Subdivide a long-term goal into proximal sub-goals. Help learners determine what sub-goals must be accomplished to attain their long-term goals.
View the goals as reasonable and commit to attempt to attain them. Provide verbal encouragement (e.g., "You can do this.") to learners to help motivate them to accomplish their goals.
Self-monitor progress. Students must learn how to gauge progress in learning or performance. Provide progress feedback on tasks where it is difficult for learners to gauge progress on their own.
Use strategies for coping with difficulties. When progress is minimal students might seek help, attempt to determine a more effective strategy, or re-evaluate the goal and timelines.
Self-evaluate capabilities. The perception of progress will strengthen self-efficacy, which is critical for continued motivation and self-regulation.

CONCLUSION

Goal setting is an integral component of self-regulation. Setting goals is a generic strategy that can be applied in various domains. Effective goal setting requires that people set a long-term goal, break it into short-term, attainable sub-goals, monitor progress and assess capabilities, adjust the strategy and goal as needed, and set a new goal when the present one is attained. This multi-step plan is a key to promoting healthier human functioning, higher motivation and perceived self-efficacy, and self-regulated learning and performance across the life span.

REFERENCES

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) (2000). Handbook of self-regulation. San Diego: Academic Press.

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Taylor & Francis.

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281-303). New York: Plenum Press.

Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32, 195-208.

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self- regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.

NOTE

ERIC Digests are in the public domain and may be freely reproduced and disseminated. This publication was funded by the U.S. Department of Education, Office of Educational Research and Improvement, Contract No. ED-99-CO-0014. Opinions expressed in this report do not necessarily reflect the positions of the U.S. Department of Education, OERI, or ERIC/CASS.

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