Studies investigate the effects of goal setting on the following academic achievment gaps:
- gender
- ethinicity

Effects of Goal Setting on Academic Achievement Gaps



San Jose State University

This node indexes the major research emphases within goal-setting:
- Goal (its content and intrinsic vs. extrinsic framing)
- Goal motive (autonomous vs. controlled)
- Goal orientation (whether performance is better with intrinsic or extrinsic goal framing)
- The match hypothesis (whether matching goal framing to a person's orientation improves outcomes)
- Effects on contributions in online communities
- Effects on academic achievement

Focuses of goal setting

It is the reason why an individual sets a goal. Whether the goal is (Deci & Ryan, 2000):
- autonomous

or
- controlled

Goal motive 

Intrinsic goal framing will work well with (benefits) intrinsically oriented people, while extrinsic goal framing works well with (benefits) extrinsic oriented people (Hidi & Harackiewicz, 2000; Sagiv & Schwartz, 2000). There is strong evidence that this is not the case (in learning intrinsic framing consistently works better regardless of the students' goal orientation). 

The Match Hypothesis

Whether a person performs better when goals are framed intrinsically or extrinsically.

Goal orientation 

A goal is a desired outcome that an individual is aiming to achieve.  It is what the goal is trying to achieve. A goal can be either:
- Intrinsic
- Extrinsic

Goal

When members self-set or are assigned highly challenging goals their contribution increases (DC 13 CH2)
Although many people use self-imposed goals as a source of self-regulation, research has shown that the goals people develop for themselves are not necessarily more powerful than goals assigned to them by an outside agent

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