Writing about personal goals and plans regardless of goal type boosts academic performance

Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4–6 h), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) was investigated. Using a time-lagged quasi-experimental design, our model was tested with two first-year university goal-setting cohorts and two control cohorts (total n = 2928). The goal-setting cohorts (n = 698 and 711) showed a 22% increase in academic performance versus the control cohorts (n = 810 and 707). This increase depended on (1) the extent of participation in the 3-stage goal-setting intervention, (2) number of words written in the exercise, and (3) the specificity of students’ goal-achievement plans (GAP). Contrary to goal-setting theory, which necessitates goal-task specificity, the results revealed that it did not matter whether the students wrote about academic or non-academic goals, or a combination of both. Rather, it appeared to be the overall process of writing about their personal goals, the specificity of their strategies for goal attainment, and the extent of their participation in the intervention that led to an increase in their academic performance. This study suggests an important modification to goal-setting theory, namely a potential contagion effect of setting life goals, an academic goal primed in the subconscious, and subsequent academic performance

Outcome predictors of smoking cessation treatment provided by an addiction care unit between 2007 and 2010

Objective: To analyze the predictors of smoking cessation treatment outcomes in a sample with a high rate of medical and psychiatric disorders and addictions. Methods: Analysis of predictors of success of a 6-week treatment provided by an addiction care unit (CAPS-AD) to 367 smokers in Brazil from 2007 to 2010. Forty variables were collected at baseline. Success was defined as abstinence from smoking for a period of at least 14 consecutive days, including the last day of treatment. Twenty variables were selected for the logistic regression model. Results: The only condition correlated with successful treatment after logistic regression was smoking one's first cigarette 5 minutes or more after waking (beta = 1.85, 95% confidence interval [95%CI] = 1.11-3.10, p = 0.018). Subjects with hypertension and alcohol use disorders and those who were undergoing psychiatric treatment showed success rates comparable to or greater than the average success rate of the sample (34.2-44.4%). Conclusions: These findings support the importance of the variable time to first cigarette in treatment outcomes for a sample with a high rate of clinical and psychiatric disorders. Good success rates were observed for pharmacological treatment, which was combined with group therapy based on cognitive-behavioral concepts and integrated into ongoing treatment of other addictions and psychiatric disorders

Goal Setting and Raising the Bar: A Field Experiment

We study goal setting using a randomized field experiment involving 1092 first-year undergraduate students. Students have private mentor-student meetings during the year. We instructed a random subset of mentors to encourage students to set a course-specific grade goal during one of the mentor-student meetings (goal treatment). A random subset of those mentors was further instructed to challenge students to set more ambitious goals if deemed appropriate (raise treatment). We find that students in the goal treatment perform significantly better as compared to students in the control group, and more so when they performed poorly prior to the experiment. Next, we find that students in the raise treatment do not perform significantly different from the control group. Finally, students who set a goal and are challenged to set a more ambitious goal perform significantly worse than comparable students in the goal treatment