online goal-setting interventie
TRANSCRIPT
Online Goal-setting
interventie
Vermindert kansenongelijkheid en
verhoogt studie succes
Prof. Dr. Michaéla Schippers
DEPARTMENT TECHNOLOGY & OPERATIONS MANAGEMENT
https://www.youtube.com/watch?v=2GkJ3xARKXo
THE GOAL-SETTING PROGRAMME
Intervention created to combat two problems at RSM:
• High drop-out rates of 50%
• Large differences in performance
Causes:
• Students unsure about goals, no deliberate choices
• Low motivation and low study performance
Reasons:
• Individuals with clear goals are more able to direct attention and effort to
goal-relevant activities
IKIGAI - GOAL-SETTING
People with a strong sense of purpose have:
- Boosted immune systems
- Lower stress hormones
And:
Are able to grapple with the difficulties of life
Live longer
• Nowadays more attention to life goals
• goal-setting seen an important skill
http://ngm.nationalgeographic.com/ngm/longevity/1108/daily_vid.html
INTERVENTIONS @ RSM
Pre-academic (control) intervention:
Study choice meetings (SCM; 2009-present)
1. Goal-setting intervention (GS; 2011-present)
2. Nominal is Normal (N=N; 2012-present)
3. Goal diaries (2014-present)
Measuring the effect of the interventions
In 2014 we received the AOM
award for the “best symposium
in Management education and
development”
https://www.rsm.nl/about-rsm/news/detail/3261-symposium-on-
goal-setting-wins-academy-of-management-award/
1. THE GOAL-SETTING INTERVENTION
Part 1
• Guided writing about the future:
– Habits
– Learning
– Social life
– Leisure
– Family
– Career
• Describe ideal future life versus
the life you want to avoid
Part 2
• Describe future plan
• Specifying, clarifying, defining and
prioritizing 6-8 specific goals
• Back-up plans, goal-monitoring
Online computerized goal-setting programme (evidence-based)
Part 3: I WILL statement
3. GOAL DIARIES 24 days during the academic year
GROUP 1:
Reflection on goals
• What goals did you set out to work
on this morning?
• How much time did you spend on
each of those goals?
• Did you actually get to work on
those goals (or did you
procrastinate/get sidetracked)?
• How satisfied are you working on
those goals?
Evaluation questions per goal
GROUP 2:
Questions about activities
• What activities did you work on
today?
• How much time did you spend on
each of those activities?
• How satisfied were you with working
on those activities?
About activities vs goals
No evaluation questions
MAIN FINDINGS GOAL SETTING
ACADEMIC PERFORMANCE
• Academic performance of the intervention cohort
improved by approximately 20%
• Both for credits (21%)
and retention rate (22%)
EQUALITY
• Gender gap closes by 98% in the first year
• Ethnicity gap closes by 38% in the first year
(and by 93% after the second academic year)
(Schippers, Scheepers & Peterson, 2015)
MAIN FINDINGS N=N AND GOAL DIARIES
ACADEMIC PERFORMANCE
• Overall improvement very small
• Especially groups that did good before improved
EQUALITY
• Gender gap bigger
• Ethnicity gap bigger
Goal-setting intervention and Goal Diaries
• Extent of participation important (Schippers, Scheepers, Locke, Morisano, & Peterson, 2016)
MAIN FINDINGS N=N AND GOAL DIARIES
ACADEMIC PERFORMANCE
higher dependent on 3 types of student involvement:
1. Degree of formal participation in the goal-setting
intervention
2. Amount of writing (i.e., number of words written)
3. Quantity and quality of goal-achievement plans (GAP)
• (Schippers, Scheepers, Locke, Morisano, & Peterson, 2016)
RESEARCH FINDINGS
Do the goal-setting cohorts…
Bachelor Management, year 1
700-800 students each year
From 2011 to the present
… do better than cohorts from earlier
years?
Bachelor Management, year 1
700-800 students each year
From 2008 to 2010
20
25
30
35
40
45
control cohort 1 control cohort 2 control cohort 3 intervention cohort
Number of credits (ECTS) after the first academic year by gender
Female
Male
Performance
increase men:
17,65%
Gender gap
closes: 98,25%
GOALSETTING
20
25
30
35
40
45
control cohort 1 control cohort 2 control cohort 3intervention cohort
Number of credits (ECTS) after the first academic year by ethnicity
Ethnic minority
Majority
Performance
increase minority:
38,5%
Ethnicity gap
closes: 38,4%
(and by 93% after
the 2nd year)
GOALSETTING
20
25
30
35
40
45
control cohort 1 control cohort 2 control cohort 3 intervention cohort
Number of credits (ECTS) earned after the first academic year by gender, ethnicity and cohort
GOALSETTING
Majority female
Majority male
Minority female
Minority male
RELATION BETWEEN GS & RESULTS
Cohort 2014-2013
700-800 students
• Is there an effect of extent of participation in the
Goal-setting intervention and Goal Diaries?
• Do students that participate more earn more ECTS?
More direct test
1. Extent of participation in goal setting and # credits (2014-2015)
Difference:
37 ECTS
EFFECT GOAL-SETTING/I WILL
• Do more motivated students participate?
• More conscientious students?
• Mediated by behavior (exam participation)?
Is there an effect of goal-setting over and above these alternative
explanations?
CONTROL VARIABLES
Cohort 2012-2013, first year students
• Age, gender, etnicity
• Registration date
• Big Five: Openess to experience,
Conscientiousness, Agreeableness, Extraversion,
Neuroticism
• Core self-evaluations
• Need for cognition
MORE FULL MODEL, REGRESSION ANALYSIS FIRST YEAR STUDENTS 2012-2013
Participation in exams
Study success
Retention
Goal-setting/I Will
Study-choice meetings
Controlling for age,
gender, registration
date and personality
Goal setting
Nr. of credits β = .44***
Retention rate β = .45***
Number of words and quality and quantity of
goal strategies explained additional variance
GOAL DIARIES: REGRESSION
Hierarchical Regression
• Dependent variable: ECTS
• Control variables: age, gender, big five, motivation, need for cognition,
participation in SCM
• Predictors: goals in life (T1), participation in goal diaries, participation in
goal-setting
Significant beta’s
• Motivation: β = .11**
• Need for cognition: β = .12**
• Extent of participation in goal-setting: β = .20***
• Extent of participation in goal diaries: β = .32***
• To do: Latent growth curve modelling
1. CONTENT ANALYSIS GOAL SETTING
Goal-setting essays of 2011-2012 and 2012-2013
– On average, students wrote 3,000 words
– How well they reflected on Strategies and
Obstacles explained additional variance
– This was highly related to the number of words
written
– Kind of goal (academic or not academic) was
unrelated to study success
CONTENT ANALYSIS GOAL SETTING
Essays rated by a team of student assistants
Four categories
• Number of strategies
• How general/specific the strategies are
• Number of obstacles
• How general/specific the obstacle solutions are
Four categories combined into one:
Goal achievement plans (GAP)
CONTENT ANALYSIS GOAL SETTING
# of strategies/obstacles
• 0 = nothing written
• 1 = written something, but no
strategy/obstacle
• 2 = 1 strategy or obstacle
• 3 = 2 strategies or obstacles
• 4 = 3 strategies or obstacles
… and so on
Specificity of strategies/obstacles
• 0 = nothing written
• 1 = written something, but no strategy
or obstacle solution
• 2 = simple strategy or solution
• 3 = giving examples of strategy or
solution
• 4 = clear, measurable plan of strategy
or solution
“Not making it through the next trimester because
of my low motivation could be an obstacle. Then I
would have to find another way of making my
dream job come true. I’ll need to believe in myself
more to get more motivation.”
2 points for number of obstacles
1 point for specificity of obstacles
Example obstacles
“A possible obstacle is my laziness.
Until now, I’ve never had to study for school to get an
average of 7.3 for my final exams.
I used to do about 2.5 hours of homework every week.
Only in the week before or during my exams, I would start
studying. Now that I’m actually studying at university,
I won’t make it if I continue like that. I will have to work
every day, something that I’m not used to…
The only obstacle is that I won’t do anything, because I’ve
never done anything.”
2 points for number of obstacles
1 point for specificity of obstacles
Example obstacles
Example strategies
“On Monday, Wednesday and Saturday I’ll play
soccer, and I won’t skip any training sessions or
matches anymore on those days.
On Tuesday evening and Sunday evening I will do
some jogging/running.”
3 points for number of strategies
4 points for specificity of strategies
FUTURE ADDITIONS TO GOAL-SETTING
• Turning goal-setting into an entrepreneurial business
• Developing a goal setting app
• Scaling the goal-setting intervention
• Further development goal diaries
• Creating an online support network for people with the same goals
and experiences
CONCLUSIONS
Goal-setting was effective in enhancing study
succes, especially effective for men and ethnic
minorities
The Goal Diaries appear to have an additional
effect on study success
The stretch goal (N=N) seemed to benefit already
thriving students, increasing the gender and
ethnicity gap
Academic institutions should consider using the
goal-setting interventions as part of their
curriculum
GOAL-SETTING IN THE NEWS
• How writing down life goals helps students boost their semester grades by Eric
Schulzke for Deseret News, Feb 2016
• The writing assignment that changes lives by Anya Kamenetz for nprEd, Jul
2015
• How writing down specific goals can empower struggling students by Anya
Kamenetz for KQED News, Jul 2015
• Not satisfied? Rewrite yourself, says research for Female Entrepreneurs, Feb
2015
• Why academic tenacity matters by Scott Barry Kaufman for Scientific
American, April 2014
• Can a writing assignment make you happier, healthier and less stressed? by
Anya Kamenetz for Oprah Magazine, Dec 2013
A few excerpts from news articles
WORKSHOP
Hoe kan de goal-setting interventie het beste
“opgeschaald” worden om een zo groot mogelijk
aantal studenten te bereiken?
– Is persoonlijk contact belangrijk?
– Zijn follow-ups door het jaar heen mogelijk?
– Verplicht onderdeel curriculum?
– De grootte van de schaal: universiteiten, middelbare
scholen, instituten in Nederland of in Europa?
WORKSHOP
Wat zijn de mogelijkheden om de goal-setting
interventie eventueel aan te bieden op het eigen
instituut?
– Wat vind je een pluspunt van deze interventie?
– Hoe zou je dit vorm kunnen/willen geven op jouw
instituut?
– Wat zijn obstakels die je daarbij kunt tegenkomen?
– Hoe ga je daarmee om?
– Hoe wil je de studenten invulling laten geven aan het
public commitment gedeelte (I WILL)?
REFERENCES
Schippers, M. C., & Scheepers, A. W. & Peterson, J. B. (2015). A scalable goal-
setting intervention closes both the gender and minority achievement gap.
Palgrave Communications 1:15014. doi: 10.1057/palcomms.2015.14
Schippers, M. C., Scheepers, A., Morisano, D. & Locke, E. L. &
Peterson, J. B. (2016). Conscious reflection on goals boosts
academic performance independent from goal domain. Working paper.
Schippers, M. C. (2014). Social loafing tendencies and team performance:
The compensating effect of agreeableness and conscientiousness.
Academy of Management Learning & Education, 13 (1), 62-81, doi:
10.5465/amle.2012.0191
Schippers, M. C., Homan, A. C., & van Knippenberg, D. (2013). To reflect or
not to reflect: Prior team performance as a boundary condition of the
effects of reflexivity on learning and final team performance. Journal
of Organizational Behavior, 34, 6-23. doi:10.1002/job.1784
CONTACT STUDYSUCCESS
Dr. Michaéla Schippers
Department of Technology & Operations Management
Rotterdam School of Management
Erasmus University
Burg. Oudlaan 50, 3062 PA Rotterdam
The Netherlands
Room T9-50
+31 (0)10 408 1892