Goal-setting Group Research Articles

Effects of Assigned versus Participant-Set Goals on Skill Acquisition and Retention of a Selected Shooting Task

This study investigated the effect of three goal-setting conditions on skill acquisition and retention of a selected shooting task. Utilizing a two-stage random-sampling technique, nine classes (N=138 subjects) were assigned to one of three conditions: (a) assigned specific goals, (b) participant-set specific goals, and (c) generalized do-your-best goals. The pretest and five skill acquisition trials were analyzed in a 3×6 (Goal groups × Trials) MANOVA design with repeated measures on the last factor. The procedure for the retention trial resulted in a 3×1 (Goal groups × Trial) ANOVA design. Results indicated a significant groups-by-trials interaction. The follow-up analyses revealed that the two specific goal-setting groups (assigned and participant-set goals) were significantly superior to the do-your-best group during the second, fourth, fifth, and retention trials.

A Problem-Solving Approach to Group Psychotherapy in the Inpatient Milieu

Because of the trend toward a marked decrease in length of psychiatric hospitalization, clinicians need to improve the organization of the therapeutic milieu so that behavioral changes can be effected more rapidly. A university general psychiatric unit has adapted a problem-solving model that integrates groups and activities so that each one focuses on complementary behavioral objectives for each patient with the aim of effecting more rapid behavior change. The stages of the model are incorporated in a weekly sequence that begins with a goal-setting group. In a series of subsequent groups, each patient tries to develop and implement a solution to the problem identified that week. At the end of each week, patients participate in a goal review group, with feedback from staff and peers and self-reinforcement. The model can be used with a diverse patient population without interfering with each patient's individual psychotherapy or pharmacotherapy.

Work-site health promotion: The effects of a goal-setting program on nutrition-related behaviors ,

A Goal Attainment Scaling procedure was used to quantify and evaluate change in nutrition-related behaviors of participants in a work-site wellness program. Goal Attainment Scaling is a procedure for quantifying change over time, in five categories varying from "less than expected" success to "more than expected" success. The sample consisted of 60 enlisted military personnel who had indicated, on a screening questionnaire, their desire to improve dietary practices. The subjects were assigned to three groups but remained unaware throughout the study that nutrition was being investigated. The Goal-Setting/Goal Attainment group (GSGA, no. = 19) received a full 8-week health promotion program, based on goal-setting, fitness information, and skill development (12 sessions). The Goal-Setting group (GS, no. = 19) received only the part of the program that focused on setting goals (two sessions). The control group (no. = 22) received no instruction. Results from analysis of variance indicated that GSGA had significantly higher "Change Scores" in nutrition-related behaviors than the control group (p less than .05); "Change Scores" reflect degree of dietary improvement. Frequency data indicate that dietary improvements were sustained for 84% of the GSGA members, 64% of the GS members, and 37% in the control group. These findings suggest goal-setting skills enhance individuals' capabilities for making and maintaining improvements in nutrition-related behaviors.

The Impact of Goal Specificity and Task Complexity on Basketball Skill Development

This investigation evaluated the impact of goal specificity and task complexity on basketball skill development. Two hypotheses were tested: (a) specific goals promote greater skill improvement than general goals; (b) goal setting effects are significantly greater for simple than for complex tasks. Students in a basketball class were matched on pretest skill and assigned to either specific or general goal setting groups. During each of 15 class periods of the 8-week course, students were assigned specific or general goals for each fundamental basketball skill in a 7-station circuit. Results partially confirmed both hypotheses. Profile analyses revealed that specific-goal subjects significantly outperformed, general-goal classmates on defensive footwork and ball handling drills whereas dribbling drills approached significance. Task complexity results suggested that subjects setting specific goals performed significantly better than those setting general goals on low but not on high complexity tasks, whereas results for moderate task complexity were mixed.

Goal Setting and Health Risk Reduction

The effectiveness of client participation in goal selection aimed at health risk reduction was compared with the effectiveness of provider-selected goals and of no goal setting. No difference in goal attainment was found between the two groups with goals. However, analyses of covariance for selected subsamples of individuals at risk revealed a significant difference between goal-setting groups for weight reduction, with the collaborative goal-setting group being more effective. Covariance analyses for other subsamples at risk showed significant differences between the goal-setting groups for current health age and potential for life expectancy increase; the provider goal-setting group proved to be more effective. Paired t tests within groups revealed that the provider goal-setting group made significant change in alcohol intake, seat belt use, and exercise as well as in global measures of current health age, estimated life expectancy, and potential for life expectancy increase. For the collaborative goal-setting group, significant change was found in weight reduction, exercise levels, and the global measures of estimated life expectancy and potential for life expectancy increase. The control group made a significant change in exercise, but not in any of the global measures of risk reduction.

AN EMPIRICAL STUDY ON THE EFFECT OF CAREER GOAL SETTING

The purpose of this study was to examine the effect of career goal setting on his present working life adjustment. In this study, the term career goal means the goal that one set voluntarily about his future working life, such as promotion, improvement in his professional skill, starting his own business, and so on.Respondents were 390 employees of the private enterprises.Hypotheses examined were as follows:(1) Those who set some goals about their future working life (goal-setting group) will be more adjustable to their present working life than those who set no goals (no-goal group).(2) Of goal-setting group, those who perceive that their present job executions link with theirgoal attainments will be more adjustable than those who don't have such perception.(3) The relationship between the present working condition and the present working life adjustment is stronger for no-goal group than goal-setting group.The results obtained were as follows:Hypotheses 1 and 2 were supported as a whole. Namely when one set some goal in his career, and when he perceived high instrumentality of his present job execution, he showed better adjustment to his present working life. Results about the intensity of the relationship between working condition and working life adjustment were not clear. Further examination was needed about hypothesis 3.The necessity of the condition analytic examinations about the differences of goal setting effects by the following three factors was discussed. These were the complexity of the task in which one set goal, the difficulty of the goal, and the time span of the goal. Furthermore the necessity was mentioned for the examination about the factors which induced career goal-setting.

The effect of individual goal-setting conferences on academic achievement and modification of locus of control orientation

The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures.

Effects of Goal Setting on Achievement in Archery

Abstract This study investigated the effects of goal setting in teacher-led group conferences on achievement in archery. University undergraduates enrolled in three beginning archery classes (N = 30) were randomly assigned to two treatment groups—group conference with goal setting and group conferences only. For 10 weeks, subjects met twice a week for archery instruction and once a week with the instructor for a 10-minute conference. Subjects in the goal-setting conference group were directed to set numerical and verbal goals using a printed goal-setting form. Three achievement tests were administered while subjects were shooting from a distance of 20 yards: an initial test during week 1, a progress test during week 6, and a final test during week 10. Analysis of the data indicated that when groups were adjusted for initial differences, the goal-setting group achieved significantly higher scores in archery than the non-goal-setting group (F = 5.31, p < .05). Motivational implications of goal setting proce...

Effects of Two Methods of Goal Setting on Learning a Gross Motor Task

This study investigated the effects of goal setting in student-led small groups and in teacher-pupil conferences on the learning of a gross motor task—three-ball juggling. Female high school students (N = 93) were randomly assigned to five treatment groups: student-led interaction with goal setting; student interaction only; teacher-pupil conference with goal setting; teacher-pupil conference only; and control. The subjects practiced three-ball juggling in 16 practice and testing periods. The Trussell juggling achievement test was used. Subjects in the four experimental groups met weekly during the three-week instructional period for structured interaction sessions or conferences. Subjects in the two goal-setting groups were directed to set specific numerical and verbal goals. There were no significant differences in juggling achievement among the five groups, either on the final test, or on a posttest administered to determine possible long-term effects.

Effects of Individual Goal-Setting Conferences on Achievement, Attitudes, and Goal-Setting Behavior

The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and attitude and on goal-setting behavior. Ss were blocked on sex and previous reading achievement and assigned to one of three treatment groups: the goal-setting group which received weekly individual goal-setting conferences; the conference group which received weekly individual conferences, but set no goals; and the control group which had no conferences, but received the same in-class instruction. Analyses of the data showed that the goal-setting group had significantly higher classroom achievement, and that their subsequent goal-setting behavior was significantly different from that of the non-goal-setting groups.