Remove Or Replace Header To Reach Your Goals

Remove Or Replace Header Is Not Doc Titlereach Your Goalsdirections

This assignment has two parts. Please complete both parts before turning in this worksheet as your Week 2 assignment.

Part 1: Goal Setting Directions

Fill out the table below, following the directions for each line. Your responses should be in complete, grammatically correct sentences.

  • My Goal for This Course: Specific: What is your goal—make it specific?
  • Measurable: How will you measure whether you succeeded or not? What steps will be involved?
  • Attainable: What resources will you need to accomplish this and do you have them?
  • Relevant: Why is this goal important to you?
  • Timely: What is the timeframe to accomplish your goal?

SMART goal: Put together your answers for specific, measurable, and timely above into a single sentence.

Part 2: Planning to Pass This Course

Answer the following questions in complete paragraphs. Use a main idea, evidence, and analysis. For evidence, you can use written sources or examples from your life.

  • When will you fit school into your schedule?
  • What activities will you need to do less of? What did you normally do during those time blocks? Can you sustain doing less of these activities for the time required to get your degree?
  • When something comes up that you must handle, what changes to your schedule or life can you make so you can do schoolwork?
  • When you have computer problems, what options will you use?
  • Will this add time to your schedule? Do you commit yourself to following this plan? (This can be a simple Yes or No answer.)

Paper For Above instruction

Setting clear and achievable goals is fundamental for academic success, especially when balancing coursework with personal responsibilities. My primary goal for this course is to complete all assignments on time and achieve a final grade of at least B. To measure my success, I will track assignment deadlines and utilize a weekly planner to organize tasks. I will also regularly review my progress to ensure I am meeting milestones. This goal is attainable because I have access to necessary resources such as a computer, internet, and study space. Additionally, I plan to dedicate at least 10 hours weekly to coursework, which is feasible given my current schedule. The goal is relevant because obtaining a good grade will help me advance in my academic journey and improve my future career prospects. I aim to accomplish this within the semester, approximately four months from now.

To successfully pass this course, I need to integrate studying into my weekly routine consistently. I will prioritize schoolwork during weekday evenings and weekends, ensuring I allocate specific blocks of time for reading, assignments, and review. To make room for studying, I will minimize time spent on less productive activities such as excessive social media use and television. I previously spent about two hours daily on these activities, which I plan to reduce by half. Sustaining these changes will require discipline, but I believe I can maintain a balanced schedule that allows for both leisure and study without feeling overwhelmed. When unexpected commitments arise, I will adjust my schedule by shifting study periods to earlier mornings or later evenings, ensuring I stay on track with my coursework.

In case of computer problems, I will have backup plans such as using campus computer labs, accessing public libraries, or utilizing mobile data on my smartphone. These options might temporarily extend my study time but will prevent delays in completing assignments. I am committed to following this plan because I understand the importance of proactive time management for academic success. Adopting a disciplined approach will help me meet deadlines, reduce stress, and stay focused on my educational goals.

References

  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.
  • Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Assessment, 9(2), 145–170.
  • Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. The Theory into Practice, 41(2), 64–70.
  • Boekaerts, M., & Corno, L. (2005). Self-Regulation in Education: For Some, for All, for Life. Educational Psychologist, 40(4), 199–205.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and Social-Cognitive Theory. Contemporary Educational Psychology, 60, 101831.
  • Wolters, C. A. (2011). Advancing Research on Self-Regulated Learning: Beliefs, Goals, and Strategies. Contemporary Educational Psychology, 36(1), 1–3.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40.
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101831.
  • Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Publications.

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