Beyond SMART? A new framework for goal setting
Bibliographic Data
| ID | 5828067 |
|---|---|
| Authors | Trevor A Day (0000-0001-7102-4235, University of Bath), Trevor Day (Learning and Teaching Enhancement Office University of Bath Bath UK), Paul Tosey (0000-0002-8581-0242, Centre for Management Learning and Development University of Surrey Guildford UK) |
| Year | 2011 |
| Volume | 22 |
| Issue | 4 |
| Pages | 515-534 |
| Publication date | 2011-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Curriculum Journal (JOURNAL) |
| Journal identifiers | ISSN: 0958-5176 • E-ISSN: 1469-3704 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/09585176.2011.627213 |
| OpenAlex | W2068185826 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
This article extends currently reported theory and practice in the use of learning goals or targets with students in secondary and further education. Goal-setting and action-planning constructs are employed in personal development plans (PDPs) and personal learning plans (PLPs) and are advocated as practice within the English national policy agenda with its focus on personalisation. The article argues that frameworks widely used for goal setting and action planning by UK educational practitioners, in particular SMART targets or goals, have yet to be rigorously examined in the light of relevant theory and practice. Doing so is important given contemporary emphasis on the dimensions of the learner experience regarded by 'learning to learn' practitioners as underpinning effective learning in the modern classroom. The article draws from social cognitive theory and achievement goal theory, including Zimmerman%s criteria for appropriate goals, to suggest an alternative framework for goal or target setting - 'well-formed outcomes', a construct from the field of neuro-linguistic programming (NLP). In comparison with SMART targets, the authors argue that well-formed outcomes offer a more rigorous and holistic approach, by taking greater account of the learner%s identity, affective dimensions (feelings and emotions), social relations and values, as well as encouraging mental rehearsal
Goal setting · Underpinning · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Neuroscience, Education and Cognitive Function
Learning How to Learn
Radical Constructivism
Social Foundations of Thought and Action
Multiple goals, multiple pathways
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Advancing Achievement Goal Theory
Performance-approach goals
Self-Efficacy
Intrinsic Motivation and Self-Determination in Human Behavior
Learning How to Learn, in Classrooms, Schools and Networks
Intrinsic and Extrinsic Motivations
Building a practically useful theory of goal setting and task motivation
Steps to an Ecology of Mind
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2019 - 2022 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |