Goal Setting Outcomes Research Articles

Active older adults goal setting outcomes for engaging in a physical activity app and the motivation characteristics of these goals (MOVEAGE-ACT)

Approximately 70% of older adults do not meet physical activity (PA) guidelines. While many interventions, are used in promoting PA, few target older adults or include substantial behavioural change techniques. Setting PA goals is often used but there is less research on goal setting outcomes, like improving health, preventing age effects, improving flexibility, goals that have been associated with increased likelihood of maintenance of PA. To understand the concept more fully in this cohort, the aim of this study was to identify older adults’ goal setting outcomes - the purpose of engaging in a PA app and through analysis determine the motivation characteristics of these.A cross-sectional, qualitative online survey was completed by 24, 60+, community dwelling, mostly active, French and Irish older adults. Thematic template analysis was used, and the motivation of these outcomes was assessed using the Self-Determination Theory of Motivation.The themes were: improving/staying healthy or physically active, maintaining functional aspects of physical health, continuing to do the things I want, sustaining mental wellbeing, and preventing disease and aging. Individuals cited goal setting outcomes that were generic, specific or both, and goals related to maintenance of PA and prevention of aging decline, were cited most. The motivation characteristics of these goals in mostly active older adults were autonomous and internally driven.Interventions, including apps, for older adults that encourage them to set specific goal setting outcomes/purposes for PA, are likely to generate stronger internally driven motivation, enhance ownership and participation, and may therefore increase effectiveness.

Effective behavior change techniques to promote physical activity in adults with overweight or obesity: A systematic review and meta-analysis.

SummaryMulticomponent behavior change interventions are typically used in weight management, but results are largely heterogeneous and modest. Determining which techniques (behavior change technique [BCTs]) are more effective in changing behavior is thus required. This study aimed to identify the most effective BCTs for increasing physical activity (PA) in digital and face‐to‐face behavior change interventions in adults with overweight/obesity. Four databases were searched for eligible studies until October 2019. BCTs were coded using BCTTv1 and MBCT taxonomies. Sixty‐two RCTs were included. Meta‐regressions were performed to explore BCTs' moderating role. Five BCTs showed significant moderator effects on PA in digital interventions: goal setting behavior, goal setting outcome, graded tasks, social incentive, and self‐monitoring of behavior (adjusted R 2's = 0.15–0.51). One BCT showed significant moderator effects on PA in face‐to‐face interventions, behavioral practice and rehearsal (adjusted R 2 = 0.22). Multivariate and sensitivity analysis generally led to similar findings. Effective BCTs for increasing PA in adults with overweight/obesity in digital and face‐to‐face interventions seem to differ. Evidence suggests that using goal setting, social incentive, and graded tasks might help improve PA in digital interventions while avoiding inconsistent self‐monitoring of behavior. In face‐to‐face interventions, prompting behavioral practice and rehearsal might lead to better PA outcomes. Still, further studies are needed. Implications of the current findings are discussed.

Neonatal brain abnormalities and brain volumes associated with goal setting outcomes in very preterm 13-year-olds.

Executive dysfunction including impaired goal setting (i.e., planning, organization skills, strategic reasoning) is documented in children born very preterm (VP; <30weeks/<1250g), however the neurological basis for this impairment is unknown. This study sought to examine the relationship between brain abnormalities and brain volumes on neonatal magnetic resonance imaging (MRI) and goal setting abilities of VP 13-year-olds. Participants were 159 children born VP in a prospective longitudinal study. Qualitative brain abnormality scores and quantitative brain volumes were derived from neonatal MRI brain scans (40weeks' gestational age ± 2weeks). Goal setting at 13years was assessed using the Delis-Kaplan Executive Function Systems Tower Test, the Rey Complex Figure, and the Behavioural Assessment of the Dysexecutive System for Children Zoo Map and Six Part Test. A composite score was generated denoting overall performance on these goal setting measures. Separate regression models examined the association of neonatal brain abnormality scores and brain volumes with goal setting performance. There was evidence that higher neonatal white matter, deep grey matter and cerebellum abnormality scores were associated with poorer goal setting scores at 13years. There was also evidence of positive associations between total brain volume, cerebellum, thalamic and cortical grey matter volumes and goal setting performance. Evidence for the associations largely persisted after controlling for potential confounders. Neonatal brain abnormality and brain volumes are associated with goal setting outcome in VP 13-year-olds. Used in conjunction with other clinical indicators, neonatal MRI may help to identify VP children at risk for later executive dysfunction.

Goal Setting Deficits at 13 Years in Very Preterm Born Children.

Preterm children demonstrate deficits in executive functions including inhibition, working memory, and cognitive flexibility; however, their goal setting abilities (planning, organization, strategic reasoning) remain unclear. This study compared goal setting abilities between very preterm (VP: <30 weeks/<1250 grams) and term born controls during late childhood. Additionally, early risk factors (neonatal brain abnormalities, medical complications, and sex) were examined in relationship to goal setting outcomes within the VP group. Participants included 177 VP and 61 full-term born control children aged 13 years. Goal setting was assessed using several measures of planning, organization, and strategic reasoning. Parents also completed the Behavior Rating Inventory of Executive Function. Regression models were performed to compare groups, with secondary analyses adjusting for potential confounders (sex and social risk), and excluding children with major neurosensory impairment and/or IQ<70. Within the VP group, regression models were performed to examine the relationship between brain abnormalities, medical complications, and sex, on goal setting scores. The VP group demonstrated a clear pattern of impairment and inefficiency across goal setting measures, consistent with parental report, compared with their full-term born peers. Within the VP group, moderate/severe brain abnormalities on neonatal MRI predicted adverse goal setting outcomes at 13. Goal setting difficulties are a significant area of concern in VP children during late childhood. These difficulties are associated with neonatal brain abnormalities, and are likely to have functional consequences academically, socially and vocationally. (JINS, 2018, 24, 372-381).

Mobile applications for chronic disease self-management : building a bridge for behavior change

Mobile applications for chronic disease self-management : building a bridge for behavior change

Goal setting outcomes: Examining the role of goal interaction in influencing the experience and learning outcomes of video game play for earthquake preparedness

Video game goals are important features of video games. Player’s interaction with goals can not only shape the gaming experience by evoking cognitive and affective reactions in players, but also lead to learning outcomes. However, there are few empirical studies on the effects of interacting with game goals, and no previous research has manipulated goal setting. In two experimental studies, participants were randomly assigned to one of the following five conditions: self-set goal repetitive play, assigned goal repetitive play, no-set goal repetitive play, no-set goal single play, and no play. Results show that playing earthquake preparedness video games generates significant learning outcomes; playing repeatedly with self-set goals yields greater learning compared to playing once with no-set goals or not playing; and cognitive reactions mediates the relation between goal interaction and learning. Implications of the results for the design and evaluation of future video games for learning are explored.

The Effects of Varying Goal Difficulty Operationalizations on Goal Setting Outcomes and Processes

The three studies reported here investigated the effect of operationalization of goal difficulty on the relationship between goal difficulty and performance. Subjects were assigned goals (easy, moderately difficult, or very difficult) under either an absolute goal level or performance improvement condition. Results indicated that the goal difficulty interacted with operationalization in affecting performance. Specifically, there was a linear relationship between goal difficulty and performance when goals were operationalized in terms of absolute level, but an inverted U-relationship between these two variables when goals were operationalized in terms of performance improvement. This interaction held up despite controlling for normative goal difficulty, performance improvement difficulty and absolute goal level difficulty. The effects of operationalization seemed to be attributable to differences in self-set goal levels, particularly among high ability persons. Taken as a whole, these studies indicate that how assigned goals are derived and how they are communicated to subjects affects goal setting outcomes.