Module 3: Goal Setting And Academic Integrity

Module 3 Casegoal Setting And Academic Integrity

How to Create SMART Goals Video: Read the information on the background page of the module pertaining to the goal setting. In addition, we will review a well-known approach to creating goals, known as the SMART criteria. George Doran first developed the SMART criteria for goal setting in the 1981 issue of Management Review. You will now create your own goal setting worksheet using this template. Complete the template, save your work, and upload the assignment in the Case 3 Dropbox.

You will create TWO goals. Please set one academic goal for this current session. The second goal should be a long-term academic goal. Make sure to use the SMART goal techniques and create two goals, one goal for this session and one long-term goal.

Paper For Above instruction

Module 3 Casegoal Setting And Academic Integrity

Introduction

Goal setting is a fundamental process in academic success, serving as a roadmap for students to define and achieve their educational objectives. The SMART criteria—Specific, Measurable, Achievable, Relevant, and Time-bound—provide an effective framework for creating clear and attainable goals. George Doran introduced this methodology in 1981, emphasizing the importance of structured goal setting to enhance motivation and accountability. This paper discusses the application of SMART goals within academic contexts, illustrating how students can utilize this technique to set both short-term and long-term objectives that foster academic achievement.

The Significance of SMART Goals

The SMART goal framework is designed to address common pitfalls of goal setting, such as vagueness and lack of focus. Specificity ensures clarity about what the student aims to accomplish; measurable criteria allow tracking progress; achievable goals promote realistic aspiration; relevance connects the goal to broader academic ambitions; and time-bound constraints create a sense of urgency (Doran, 1981). Research indicates that students who set SMART goals outperform their peers in academic settings because they maintain better focus and motivation (Schunk & DiBenedetto, 2020).

Application in Academic Settings

In applying SMART goals, students should consider their unique academic circumstances and personalize their objectives accordingly. For instance, a short-term goal might involve improving quiz scores in a particular subject, while a long-term goal could be earning a specific GPA or completing a degree program. The process involves outlining the goal in a structured worksheet, which guides the student through each component of SMART criteria.

Creating Effective Academic Goals

To exemplify this, consider the following goals created using the SMART framework:

  • Short-term goal: "Improve my mathematics quiz scores from 75% to 85% within the next four weeks by studying algebra concepts for 30 minutes daily."
  • Long-term goal: "Achieve a cumulative GPA of 3.5 or higher by graduating at the end of the academic year through consistent study, attending tutoring sessions, and participating actively in class."

These goals are specific, measurable, achievable, relevant, and time-bound, aligning closely with academic aspirations and personal capabilities.

Conclusion

Implementing SMART goals can significantly enhance academic performance by providing clear direction and motivation. Students are encouraged to develop both short-term and long-term goals, regularly review their progress, and adjust their strategies as needed. This disciplined approach not only improves academic results but also cultivates essential skills such as self-regulation, planning, and persistence, which are invaluable throughout educational and professional pursuits.

References

  • Doran, G. T. (1981). There's a SMART way to write management's goals and objectives. Management Review, 70(11), 35–36.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. Contemporary Educational Psychology, 60, 101830.
  • McGrew, K. (2008). Academic Goal Setting. Retrieved December 9, 2011, from: [URL]
  • McDonald, L. T. (2010). Goal setting and achievement. HowToStudy.org.
  • Meyer, P. (2003). "What would you do if you couldn't fail?" Attitude is Everything. Retrieved February 29, 2012.
  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
  • Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson.
  • Brown, P., & Hattie, J. (2016). Student goal-setting and performance: A review of the research. Journal of Educational Psychology, 108(3), 319–329.

Related Assignments