- The researchers used European Credit Transfer and Accumulation System (ECTS), a system of standardized course credits awarded for completing coursework required to achieve the objectives of a given higher-education program. This is a primary measure of academic achievement within the EU. 


Goal-setting intervention methods: ECTS credits

- Defined as the percentage of students who remain enrolled at their university after their first semester

Goal-setting intervention methods: retention rate

- Subjects were recently-enrolled first-year college students
- The goal-setting intervention was delivered to students as a part of the curriculum in their first trimester
- The subjects' academic performance was measured against the enrollment status and average performance of students from three previous years who did not receive the intervention 

Goal-setting intervention methods: Subjects

- Quasi-experimental design: comparing the academic performance of one post-intervention cohort with three control cohorts
- Two primary dependent variables: number of ECTS credits earned and retention rate 
- Data was gathered using university transcripts

Barnard College

Goal-setting intervention decreases the gap between ethnic minorities and majorities. 

The effects of goal-setting on the ethnic minority achievement gap 

Schippers M C, Scheepers W A and Peterson J B (2015) A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap. Palgrave Communications. 1:15014 doi: 10.1057/palcomms.2015.14.

A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap

- The results showed significant improvement in post-intervention groups normally disadvantaged in the achievement gap, while the performance of groups normally benefitting from the achievement gap did not significantly change, implying that the achievement gap was effectively closed by this intervention.
- The increase in percentages of academic performance and retention rate ranged from 5 to 34% for number of credits earned and from 10 to 54% for retention rate.

Goal-setting intervention for the ethnic minority achievement gap: Results

- Developed by Michaela C. Schippers, Ad W A Scheepers, and Jordan B Peterson
- Based on the Goal-Setting theory by Locke and Latham and the work of Pennebaker and Chung on the salutary effects of expressive writing.
- Stage 1: Formulate a loose initial vision and “counter-vision”
- Stage 2: Articulate vision in detail, including counter arguments for any potential opposition to vision. Students were encouraged to consider many dimensions of life, such as family and friendships, outside of academic and professional achievement
- Stage 3: 10-minute session with a professional photographer for a photo combined with an “I WILL” statement regarding their goals


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