Goal Setting and Reflection Surveys Research Study Note

[Researcher]

Success in higher education is highly dependent on skills that go beyond cognition and prior knowledge, including strategy and motivational skills. Students must set goals, engage in instruction, enact effective strategies, monitor progress, and seek help and resources when needed (Zimmerman & Schunk, 2001, 2018; Schunk & Ertmer, 2000). The ability to regulate one’s learning in new learning environments has been referred to as self-regulated learning. Students commonly struggle with the self-awareness required to think about their own thinking (i.e., metacognition) that self-regulated learning requires. This is particularly true in online learning environments (Winters et al., 2008).

With the goal of supporting students’ self-regulated learning and metacognitive skills, Macmillan Learning developed a self-regulated learning tool called Goal Setting and Reflection Surveys. This tool was incorporated into the digital full course solution Achieve. The Goal Setting and Reflection Surveys include both support and instruction for three identified phases of metacognition: planning (includes goal setting and planning of strategies), monitoring (includes attention focusing and progress tracking), and evaluating (includes self-evaluation and help-seeking). Macmillan Learning funded a series of research studies, across five semesters (2019-2021) and 115 institutions, to examine the impact of the surveys. Participating instructors were given implementation recommendations but the use of the Goal Setting and Reflection Surveys was not required to participate in the study and implementation choices varied by instructor.

Learn more about the research on Goal Setting and Reflection Surveys below.