2019
DOI: 10.1080/19345747.2018.1517849
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Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment

Abstract: This paper presents an independent large-scale experimental evaluation of two online goal-setting interventions. Both interventions are based on promising findings from the field of social psychology. Approximately 1,400 first-year undergraduate students at a large Canadian university were randomly assigned to complete one of two online goal-setting treatments or a control task. Additionally, half of treated participants also were offered the opportunity to receive follow-up goal-oriented reminders through e-m… Show more

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Cited by 47 publications
(53 citation statements)
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References 87 publications
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“…Although we have not found any negative effects of the intervention so far, theoretically it is possible that students formulate an "unanswered calling" which may impact happiness, well-being, and performance negatively. So far, only one study did not find the positive effects of a goal-setting intervention on academic outcomes (Dobronyi et al, 2019). This might indicate that for some groups (in this case economy students) the (brief) intervention is not effective in bringing about behavioral change and increasing academic achievement.…”
Section: Toward An Integrated Life-crafting Interventionmentioning
confidence: 98%
“…Although we have not found any negative effects of the intervention so far, theoretically it is possible that students formulate an "unanswered calling" which may impact happiness, well-being, and performance negatively. So far, only one study did not find the positive effects of a goal-setting intervention on academic outcomes (Dobronyi et al, 2019). This might indicate that for some groups (in this case economy students) the (brief) intervention is not effective in bringing about behavioral change and increasing academic achievement.…”
Section: Toward An Integrated Life-crafting Interventionmentioning
confidence: 98%
“…5 An initial page listed six broad strategies critical to academic success: studying enough, 5 There is a growing literature devoted to understanding whether encouraging students to focus on their goals can improve outcomes. See, for example, Dobronyi, Oreopoulos, and Petronijevic (2017) and Clark, Gill, Prowse, and Rush (2017). studying effectively, getting help when you do not understand, keeping up and going to class, staying motivated, and being patient and taking a long-term perspective.…”
Section: Treatment One: Choose Your Own Challenge (Cyoc) Online Modulementioning
confidence: 99%
“…To address the underlying heterogeneity among students, we incorporate a novel design that lets students personalize their experience according to their own academic needs through an online module we named 'Choose Your Own Challenge,' or CYOC. 1 Interactive online modules are an increasingly common mode of delivering intervention materials, used, for example, in social psychology research on adaptive mindsets (Yeager and Walton 2011;Walton 2014;Bettinger et al 2018), research on goal-setting interventions (Dobronyi, Oreopoulos, and Petronijevic 2017;Clark, Gill, Prowse, and Rush 2017), and research on timely information provision to graduating high school students (Oreopoulos and Ford 2016;Hastings, Neilson, and Zimmerman 2018).…”
Section: Introductionmentioning
confidence: 99%
“…A similar negative effect appeared in a random distribution natural experiment on MOOC (Rogers, Feller, 2016) [21] . Dobronyi et al (2017) [22] failed to find the obvious effect of intervention in a goal-setting study of Canadian economics majors. The reason may be that the lack of motivation weakens the effectiveness of the nudges policy (Grüne-Yanoff, Hertwig, 2016) [23] .…”
Section: Heterogeneity Effect Of Nudgesmentioning
confidence: 99%