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SMART Goals Are No More Effective for Creative Performance than Do-Your-Best Goals or Non-Specific, Exploratory 'Open Goals'
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Simon Pietsch; Hugh Riddell; Carolyn Semmler; Nikos Ntoumanis; Daniel F. Gucciardi – Educational Psychology, 2024
SMART goals (specific, measurable, achievable, realistic, and timed) are advocated as the gold standard for goal setting. However, goals which are non-specific and exploratory, referred to as 'open goals', may be preferred in specific circumstances. In this pre-registered experiment, we compared SMART goals, compared to do-your-best (DYB), and…
Descriptors: Foreign Countries, Adults, Goal Orientation, Student Educational Objectives
An Investigation of Gender and Age Differences in Academic Motivation and Classroom Behaviour in Adolescents
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Bugler, Myfanwy; McGeown, Sarah; St. Clair-Thompson, Helen – Educational Psychology, 2016
This study investigated gender- and age-related differences in academic motivation and classroom behaviour in adolescents. Eight hundred and fifty-five students (415 girls and 440 boys) aged 11-16 ("M" age = 13.96, "SD" = 1.47) filled in a questionnaire that examined student academic motivation and teachers completed a…
Descriptors: Gender Differences, Age Differences, Academic Achievement, Student Motivation
Young People's Academic Buoyancy and Adaptability: A Cross-Cultural Comparison of China with North America and the United Kingdom
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Martin, Andrew J.; Yu, Kai; Ginns, Paul; Papworth, Brad – Educational Psychology, 2017
We investigated academic buoyancy (a response to challenge) and adaptability (a response to change) among a sample of 12-16-year-olds in China (N = 3617) compared with same-aged youth from North America (N = 989) and the United Kingdom (UK; N = 1182). We found that Chinese students reported higher mean levels of buoyancy and adaptability. We also…
Descriptors: Cross Cultural Studies, Foreign Countries, Student Attitudes, Correlation
Gender Differences in Adolescents' Academic Motivation and Classroom Behaviour
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Bugler, Myfanwy; McGeown, Sarah P.; St Clair-Thompson, Helen – Educational Psychology, 2015
The present study investigated gender differences in adolescents' academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11--16 (M age?=?14.0, 1.59 SD) completed a questionnaire…
Descriptors: Gender Differences, Motivation, Academic Aspiration, Classroom Environment