DEPARTMENT TECHNOLOGY & OPERATIONS MANAGEMENT Online Goal-setting interventie Vermindert kansenongelijkheid en verhoogt studie succes Prof. Dr. Michaéla Schippers https://www.youtube.com/watch?v=2GkJ3xARKXo THE GOAL-SETTING PROGRAMME Intervention created to combat two problems at RSM: • High drop-out rates of 50% • Large differences in performance Causes: • Students unsure about goals, no deliberate choices • Low motivation and low study performance Reasons: • Individuals with clear goals are more able to direct attention and effort to goal-relevant activities IKIGAI - GOAL-SETTING People with a strong sense of purpose have: - Boosted immune systems - Lower stress hormones And: Are able to grapple with the difficulties of life Live longer • • Nowadays more attention to life goals goal-setting seen an important skill http://ngm.nationalgeographic.com/ngm/longevity/1108/daily_vid.html INTERVENTIONS @ RSM Pre-academic (control) intervention: Study choice meetings (SCM; 2009-present) 1. Goal-setting intervention (GS; 2011-present) 2. Nominal is Normal (N=N; 2012-present) 3. Goal diaries (2014-present) Measuring the effect of the interventions In 2014 we received the AOM award for the “best symposium in Management education and development” https://www.rsm.nl/about-rsm/news/detail/3261-symposium-ongoal-setting-wins-academy-of-management-award/ 1. THE GOAL-SETTING INTERVENTION Online computerized goal-setting programme (evidence-based) Part 1 • Guided writing about the future: – – – – – – • Habits Learning Social life Leisure Family Career Describe ideal future life versus the life you want to avoid Part 3: I WILL statement Part 2 • Describe future plan • Specifying, clarifying, defining and prioritizing 6-8 specific goals • Back-up plans, goal-monitoring 3. GOAL DIARIES 24 days during the academic year GROUP 1: Reflection on goals • • • • What goals did you set out to work on this morning? How much time did you spend on each of those goals? Did you actually get to work on those goals (or did you procrastinate/get sidetracked)? How satisfied are you working on those goals? Evaluation questions per goal GROUP 2: Questions about activities • • • What activities did you work on today? How much time did you spend on each of those activities? How satisfied were you with working on those activities? About activities vs goals No evaluation questions MAIN FINDINGS GOAL SETTING ACADEMIC PERFORMANCE • Academic performance of the intervention cohort improved by approximately 20% • Both for credits and retention rate (21%) (22%) EQUALITY • Gender gap closes by 98% in the first year • Ethnicity gap closes by 38% in the first year (and by 93% after the second academic year) (Schippers, Scheepers & Peterson, 2015) MAIN FINDINGS N=N AND GOAL DIARIES ACADEMIC PERFORMANCE • Overall improvement very small • Especially groups that did good before improved EQUALITY • Gender gap bigger • Ethnicity gap bigger Goal-setting intervention and Goal Diaries • Extent of participation important (Schippers, Scheepers, Locke, Morisano, & Peterson, 2016) MAIN FINDINGS N=N AND GOAL DIARIES ACADEMIC PERFORMANCE higher dependent on 3 types of student involvement: 1. Degree of formal participation in the goal-setting intervention 2. Amount of writing (i.e., number of words written) 3. Quantity and quality of goal-achievement plans (GAP) RESEARCH FINDINGS Do the goal-setting cohorts… Bachelor Management, year 1 700-800 students each year From 2011 to the present … do better than cohorts from earlier years? Bachelor Management, year 1 700-800 students each year From 2008 to 2010 Number of credits (ECTS) after the first academic year by gender 45 Female 40 Performance increase men: 17,65% 35 Male Gender gap closes: 98,25% 30 25 20 control cohort 1 control cohort 2 control cohort 3 intervention cohort GOALSETTING Number of credits (ECTS) after the first academic year by ethnicity 45 40 Performance increase minority: 38,5% Majority 35 Ethnicity gap closes: 38,4% 30 (and by 93% after the 2nd year) 25 Ethnic minority 20 control cohort 1 control cohort 2 control cohort 3intervention cohort GOALSETTING Number of credits (ECTS) earned after the first academic year by gender, ethnicity and cohort Majority female 45 40 Majority male 35 Minority female 30 Minority male 25 20 control cohort 1 control cohort 2 control cohort 3 intervention cohort GOALSETTING RELATION BETWEEN GS & RESULTS Cohort 2014-2013 700-800 students • Is there an effect of extent of participation in the Goal-setting intervention and Goal Diaries? • Do students that participate more earn more ECTS? More direct test 1. Extent of participation in goal setting and # credits (2014-2015) Difference: 37 ECTS EFFECT GOAL-SETTING/I WILL • Do more motivated students participate? • More conscientious students? • Mediated by behavior (exam participation)? Is there an effect of goal-setting over and above these alternative explanations? CONTROL VARIABLES Cohort 2012-2013, first year students • Age, gender, etnicity • Registration date • Big Five: Openess to experience, Conscientiousness, Agreeableness, Extraversion, Neuroticism • Core self-evaluations • Need for cognition MORE FULL MODEL, REGRESSION ANALYSIS FIRST YEAR STUDENTS 2012-2013 Participation in exams Goal setting Controlling for age, gender, registration date and personality Nr. of credits Retention rate Goal-setting/I Will Study-choice meetings Study success Retention Number of words and quality and quantity of goal strategies explained additional variance β = .44*** β = .45*** GOAL DIARIES: REGRESSION Hierarchical Regression • Dependent variable: ECTS • Control variables: age, gender, big five, motivation, need for cognition, participation in SCM • Predictors: goals in life (T1), participation in goal diaries, participation in goal-setting Significant beta’s • Motivation: • Need for cognition: • Extent of participation in goal-setting: • Extent of participation in goal diaries: • To do: Latent growth curve modelling β = .11** β = .12** β = .20*** β = .32*** 1. CONTENT ANALYSIS GOAL SETTING Goal-setting essays of 2011-2012 and 2012-2013 – On average, students wrote 3,000 words – How well they reflected on Strategies and Obstacles explained additional variance – This was highly related to the number of words written – Kind of goal (academic or not academic) was unrelated to study success CONTENT ANALYSIS GOAL SETTING Essays rated by a team of student assistants Four categories • Number of strategies • How general/specific the strategies are • Number of obstacles • How general/specific the obstacle solutions are Four categories combined into one: Goal achievement plans (GAP) CONTENT ANALYSIS GOAL SETTING # of strategies/obstacles Specificity of strategies/obstacles • • • • • • • 0 = nothing written 1 = written something, but no strategy/obstacle 2 = 1 strategy or obstacle 3 = 2 strategies or obstacles 4 = 3 strategies or obstacles • • • … and so on 0 = nothing written 1 = written something, but no strategy or obstacle solution 2 = simple strategy or solution 3 = giving examples of strategy or solution 4 = clear, measurable plan of strategy or solution Example obstacles “Not making it through the next trimester because of my low motivation could be an obstacle. Then I would have to find another way of making my dream job come true. I’ll need to believe in myself more to get more motivation.” 2 points for number of obstacles 1 point for specificity of obstacles Example obstacles “A possible obstacle is my laziness. Until now, I’ve never had to study for school to get an average of 7.3 for my final exams. I used to do about 2.5 hours of homework every week. Only in the week before or during my exams, I would start studying. Now that I’m actually studying at university, I won’t make it if I continue like that. I will have to work every day, something that I’m not used to… The only obstacle is that I won’t do anything, because I’ve never done anything.” 2 points for number of obstacles 1 point for specificity of obstacles Example strategies “On Monday, Wednesday and Saturday I’ll play soccer, and I won’t skip any training sessions or matches anymore on those days. On Tuesday evening and Sunday evening I will do some jogging/running.” 3 points for number of strategies 4 points for specificity of strategies FUTURE ADDITIONS TO GOAL-SETTING • Turning goal-setting into an entrepreneurial business • Developing a goal setting app • Scaling the goal-setting intervention • Further development goal diaries • Creating an online support network for people with the same goals and experiences CONCLUSIONS Goal-setting was effective in enhancing study succes, especially effective for men and ethnic minorities The Goal Diaries appear to have an additional effect on study success The stretch goal (N=N) seemed to benefit already thriving students, increasing the gender and ethnicity gap Academic institutions should consider using the goal-setting interventions as part of their curriculum GOAL-SETTING IN THE NEWS • How writing down life goals helps students boost their semester grades by Eric Schulzke for Deseret News, Feb 2016 • The writing assignment that changes lives by Anya Kamenetz for nprEd, Jul 2015 • How writing down specific goals can empower struggling students by Anya Kamenetz for KQED News, Jul 2015 • Not satisfied? Rewrite yourself, says research for Female Entrepreneurs, Feb 2015 • Why academic tenacity matters by Scott Barry Kaufman for Scientific American, April 2014 • Can a writing assignment make you happier, healthier and less stressed? by Anya Kamenetz for Oprah Magazine, Dec 2013 A few excerpts from news articles WORKSHOP Hoe kan de goal-setting interventie het beste “opgeschaald” worden om een zo groot mogelijk aantal studenten te bereiken? – Is persoonlijk contact belangrijk? – Zijn follow-ups door het jaar heen mogelijk? – Verplicht onderdeel curriculum? – De grootte van de schaal: universiteiten, middelbare scholen, instituten in Nederland of in Europa? WORKSHOP Wat zijn de mogelijkheden om de goal-setting interventie eventueel aan te bieden op het eigen instituut? – Wat vind je een pluspunt van deze interventie? – Hoe zou je dit vorm kunnen/willen geven op jouw instituut? – Wat zijn obstakels die je daarbij kunt tegenkomen? – Hoe ga je daarmee om? – Hoe wil je de studenten invulling laten geven aan het public commitment gedeelte (I WILL)? REFERENCES Schippers, M. C., & Scheepers, A. W. & Peterson, J. B. (2015). A scalable goalsetting intervention closes both the gender and minority achievement gap. Palgrave Communications 1:15014. doi: 10.1057/palcomms.2015.14 Schippers, M. C., Scheepers, A., Morisano, D. & Locke, E. L. & Peterson, J. B. (2016). Conscious reflection on goals boosts academic performance independent from goal domain. Working paper. Schippers, M. C. (2014). Social loafing tendencies and team performance: The compensating effect of agreeableness and conscientiousness. Academy of Management Learning & Education, 13 (1), 62-81, doi: 10.5465/amle.2012.0191 Schippers, M. C., Homan, A. C., & van Knippenberg, D. (2013). To reflect or not to reflect: Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance. Journal of Organizational Behavior, 34, 6-23. doi:10.1002/job.1784 CONTACT STUDYSUCCESS Dr. Michaéla Schippers Department of Technology & Operations Management Rotterdam School of Management Erasmus University Burg. Oudlaan 50, 3062 PA Rotterdam The Netherlands Room T9-50 +31 (0)10 408 1892 [email protected] [email protected]
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