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Goal Setting Theory identifies two specific attributes of goals – specificity and difficulty.
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They were provided with different goals according to an experimental 2 × 2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors.
Goal specificity is important because specific goals reduce ambiguity in thought and variability in performance".
No interaction effect of metacognitive support and goal specificity on learning outcome was observed.
For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome.
Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals.
To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors.
Two variables, those assessing baseline goal specificity and change in goal specificity, yielded significant kolmogorov smirnov statistics.
There are several ways in which treatment with MBCT may act to increase goal specificity.
The increase in goal specificity observed may represent such an effect.
Nine males and 18 females provided full data sets for analyses of goal specificity.
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CEO of Professional Science Editing for Scientists @ prosciediting.com