Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

Abstract

Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal setting has received less attention, particularly in terms of determining best practices for effective goal setting in school-based interventions. Thus, the purpose of this review was to examine the existing literature on interventions using behavioral goal setting alone and behavioral goal setting as part of a multicomponent intervention for students with persistent behavior problems. Findings from 40 studies are discussed in terms of participants, setting, design, measures, intervention components, and outcomes with a specific focus on directions for future research and implications for practice.▪ The term "self-determination" has been used to describe a multitude of behaviors and beliefs that help people live independent, self-directed lives (Wehmeyer & Field, 2007). Carter, Lane, Crnobori, Bruhn, and Oakes (2011) reviewed the literature on self-determination interventions aimed at improving this broad group of metacognitive skills for students with and at risk for emotional or behavioral disorders (EBD). Interventions in their review focused on a range of skills, including making choices and decisions, problem-solving activities, goal setting, promoting self-advocacy skills, self-awareness, self-knowledge, self-assessment, and self-regulation. The most commonly studied self-determination strategy, according to their review, was self-regulation.

Intervention on Externalizing Problems of Undercontrolled Personality Types in Primary School Students

“…Therefore, the training or intervention is more targeted. Previous intervention studies have found that appropriate intervention goals can have a good effect ( Dunford, 2011 ; Bruhn et al, 2016 ; Vroland-Nordstrand et al, 2017 ; Yang et al, 2019 ). The reason for this study’s good intervention effect is that the intervention goals were aimed at improving the undercontrollers’ externalizing problem behaviors.…”

Promoting Language Learners’ Awareness of Autonomy Through Goal Setting—An Alternative Approach of Assessing Goal Setting Effects

“…According to Locke and Latham (2006), the number of discoveries made is without limit because goal-setting is an open theory. In their overview of goal-setting instruction for students with behavioral problems, Bruhn et al (2016) found that, in most cases, students set goals based on their present levels. Therefore, instructors need to pay particular attention to whether learners need to set a new goal.…”

Goal setting: A concept analysis

“…This positive behavior change led many individuals to set new goals . An increase in self‐esteem and satisfaction were reported as consequences of goal setting as well. Ntoumanis et al noted that athletes who set goals had an increase in self‐esteem, where Furze reported that self‐esteem increased in those with chronic disease who set and attained the goals.…”

“…Mento et al ascertained that when employees set goals on their own, they reported a sense of satisfaction when goals were met. In addition, Bruhn et al reported that students who set academic goals reported being more satisfied with their academic performance than those students who did not set academic goals. Two other consequences, a sense of pride and a feeling of being energized, was noted by Locke and Latham and Shalley in individuals who set goals.…”