Abstract

A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.

摘要

迄今为止进行的小规模和准实验研究表明，反思性目标设定干预措施可以帮助学生适应高等教育，提高他们的表现和福祉。然而，一项大型实验研究没有发现任何影响，凸显了复制的重要性，以及更好地理解解释干预何时以及为何起作用的机制。这项复制研究通过随机对照试验测试了这种目标设定干预措施对 1,134 名商业和师范教育一年级学生学业成绩的影响。与对照组相比，治疗组获得的课程学分显着增加，并且退学的风险降低了 15%。与之前的研究结果相反，这项研究发现没有证据表明这些影响对男性或少数族裔更大。此外，我们发现干预对自我调节学习、复原力、毅力、参与度或幸福感没有影响。