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This is the user sandbox of Educ701. A user sandbox is a subpage of the user's user page. It serves as a testing spot and page development space for the user and is not an encyclopedia article. Create or edit your own sandbox here.

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Goal-setting theory Main article: Goal-setting theory

Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself. A goal's efficiency is affected by three features: proximity, difficulty and specificity. One common goal setting methodology incorporates the SMART criteria, in which goals are: specific, measurable, attainable/achievable, relevant, and time-bound. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete.

Most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. Similarly to Maslow's Hierarchy of Needs, a larger end goal is easier to achieve if the subject has smaller, more attainable yet still challenging goals to achieve first in order to advance over a period of time. A classic example of a poorly specified goal is trying to motivate oneself to run a marathon when s/he has not had proper training. A smaller, more attainable goal is to first motivate oneself to take the stairs instead of an elevator or to replace a stagnant activity, like watching television, with a mobile one, like spending time walking and eventually working up to a jog. Note: all goals are subject to the individual's skills and abilities.

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+Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself. A goal's efficiency is affected by three features: proximity, difficulty and specificity. One common goal setting methodology incorporates the SMART criteria, in which goals are: specific, measurable, attainable/achievable, relevant, and time-bound. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close. This explains why some children are more motivated to learn how to ride a bike than to master algebra. A goal should be moderate, not too hard or too easy to complete.
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+Most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal in their class. The goal should be objectively defined and intelligible for the individual. Similarly to [[Maslow]]'s Hierarchy of Needs, a larger end goal is easier to achieve if the subject has smaller, more attainable yet still challenging goals to achieve first in order to advance over a period of time. A classic example of a poorly specified goal is trying to motivate oneself to run a marathon when s/he has not had proper training. A smaller, more attainable goal is to first motivate oneself to take the stairs instead of an elevator or to replace a stagnant activity, like watching television, with a mobile one, like spending time walking and eventually working up to a jog. '''Note: all goals are subject to the individual's skills and abilities.
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