Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance

Chase, Jared A.; Houmanfar, Ramona A.; Hayes, Steven C.; Ward, Todd A.; Vilardaga, Jennifer C. Plumb; Follette, Victoria M.

doi:10.1016/j.jcbs.2013.08.002

Cited by 105 publications

(92 citation statements)

References 16 publications

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“…Our finding that performance-based goals are ineffective stands in stark contrast to a literature in educational psychology that uses non-causal correlations to suggest that performance-based goals can motivate college students (see, e.g., Zimmerman and Bandura, 1994, Harackiewicz et al, 1997, Elliot and McGregor, 2001, Barron and Harackiewicz, 2003, Linnenbrink-Garcia et al, 2008and Darnon et al, 2009. 5 A handful of papers in psychology use experiments to study the effects of self-set goals on the behavior of college students (Morgan, 1987;Latham and Brown, 2006;Morisano et al, 2010;Chase et al, 2013); however, in contrast to our analysis, these studies rely on small samples, do not study the impact of performance-based goals on performance or 4 Our overconfidence explanation implies that students have incorrect beliefs about the best way to increase their academic achievement. This is consistent with the explanation given by Allan and Fryer (2011) for why performance-based financial incentives appear less effective than task-based financial incentives.…”

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confidence: 63%

Using Goals to Motivate College Students: Theory and Evidence from Field Experiments

Clark¹,

Gill²,

Prowse³

et al. 2017

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Will college students who set goals for themselves work harder and perform better? In theory, setting goals can help time-inconsistent students to mitigate their self-control problem. In practice, there is little credible evidence on the causal effects of goal setting for college students. We report the results of two field experiments that involved almost four thousand college students in total. One experiment asked treated students to set goals for performance in the course; the other asked treated students to set goals for a particular task (completing online practice exams). We find that performance-based goals had no discernible impact on course performance. In contrast, task-based goals had large and robust positive effects on the level of task completion, and task-based goals also increased course performance. Further empirical analysis indicates that the increase in task completion induced by setting task-based goals caused the increase in course performance. We also find that task-based goals were more effective for male students. We develop new theory that reinforces our empirical results by suggesting two key reasons why task-based goals might be more effective than performance-based goals: overconfidence and uncertainty about performance. Since task-based goal setting is low-cost, scaleable and logistically simple, we conclude that our findings have important implications for educational practice and future research. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S Using Goals to JEL Classification:I23, C93

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contrasting

confidence: 63%

Using Goals to Motivate College Students: Theory and Evidence from Field Experiments

Clark¹,

Gill²,

Prowse³

et al. 2017

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“…Second, although not part of our initial hypothesis, a possible interpretation is that activation techniques are more likely to succeed when awareness and openness skills have already been established, since those skills could be helping individuals to cope effectively with the discomfort of being put in contact with their own personal values and the discrepancy between their values and actions; a process suggested by recent Relational Frame Theory research (Hooper, Stewart, Duffy, Freegard, & McHugh, 2012). Finally, while there is an increasing number of ACT studies examining the important role of activation in individual’s functioning (e.g., Chase et al, 2013; Kashdan & McKnight, 2013), there is still a small number addressing the role of values and commitment as compared to other ACT processes (Levin, Hildebrandt, Lillis, & Hayes, 2012). Thus, these non-significant findings should motivate further study of activation — a central process of the ACT model.…”

Section: Discussionmentioning

confidence: 99%

Do counselor techniques predict quitting during smoking cessation treatment? A component analysis of telephone-delivered Acceptance and Commitment Therapy

Vilardaga

Heffner

Mercer

et al. 2014

Behaviour Research and Therapy

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No studies to date have examined the effect of counselor techniques on smoking cessation over the course of treatment. To address this gap, we examined the degree to which the use of specific Acceptance and Commitment Therapy (ACT) counseling techniques in a given session predicted smoking cessation reported at the next session. The data came from the ACT arm of a randomized controlled trial of a telephone-delivered smoking cessation intervention. Trained raters coded 139 counseling sessions across 44 participants. The openness, awareness and activation components of the ACT model were rated for each telephone counseling session. Multilevel logistic regression models were used to estimate the predictive relationship between each component during any given telephone session and smoking cessation at the following telephone session. For every 1-unit increase in counselors’ use of openness and awareness techniques there were 42% and 52% decreases in the odds of smoking at the next counseling session, respectively. However, there was no significant predictive relationship between counselors’ use of activation techniques and smoking cessation. Overall, results highlight the theoretical and clinical value of examining therapists’ techniques as predictors of outcome during the course of treatment.

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“…Desde otra perspectiva existen investigaciones dirigidas a intervenir aspectos como los valores, el bienestar psicológi-co, entre otros, que pueden influenciar o impactar en el desempeño académi-co. Es así como el trabajo realizado por Chase et al (2013) estuvo encaminado a examinar el impacto de un entrenamiento online dirigido a objetivos con y sin exploración de valores personales (desde la Terapia de Aceptación y Compromiso), sobre una medida de desempeño acadé-mico. Participaron 132 estudiantes universitarios, los cuales fueron asignados aleatoriamente a una de las tres condiciones que fueron: un grupo que participó en el programa online dirigido a objetivos (48 estudiantes), otro grupo que participó tanto en el programa online dirigido a objetivos como en el programa de entrenamiento de valores (51 estudiantes), y un grupo (33 estudiantes) al cual se le aplicaron ambos programas de entrenamiento un semestre después.…”

Section: Diseñounclassified

Programas de intervención para Estudiantes Universitarios con bajo rendimiento académico

Rodríguez¹,

Arenas²

2016

infpsic

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ResumenObjetivo: revisar investigaciones relacionadas con programas de intervención para estudiantes universitarios con bajo desempeño académico. Método: para esta revisión, se incluyeron sólo artículos científicos desde el año 2010 que se encontraron en las bases de datos EBSCO, ScienceDirect, Pubmed, SpringerLink, Redalyc, Dialnet y direcciones de internet como https://scholar.google. es/, utilizando los descriptores: intervention/training programs in higher education, programas de intervención en universitarios, academic performance, college students, university students. Resultados: se encontró que la mayoría de programas se enfocan en estrategias de autorregulación, tutorías y estrategias en áreas específicas como valores y comprensión lectora, algunos de ellos con limitaciones metodológicas. Conclusión: la mayoría de los programas demostraron ser eficaces en el mejoramiento del rendimiento académico de los estudiantes; sin embargo, se presenta la necesidad de continuar con esta línea de trabajo.

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Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance

Cited by 105 publications

References 16 publications

Using Goals to Motivate College Students: Theory and Evidence from Field Experiments

Using Goals to Motivate College Students: Theory and Evidence from Field Experiments

Do counselor techniques predict quitting during smoking cessation treatment? A component analysis of telephone-delivered Acceptance and Commitment Therapy

Programas de intervención para Estudiantes Universitarios con bajo rendimiento académico

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