The goal-setting intervention (adapted from Peterson & Mar,

2004) involved eight steps that were derived from the goal-theory
literature as contributors to a successful goal-setting experience.
The result is a package intervention, which was designed to
simultaneously influence a number of factors related to effective
goal pursuit. Such interventions are thought to be more effective
than those that involve only a single construct, although the con-
tribution of each specific mechanism can be difficult to ascertain
(Vancouver & Day, 2005). This package-intervention approach
was implemented to maximize real-world benefits. Each of the
programs eight steps, along with the theoretical rationale, is
described below.
Step 1 included a series of exercises that required students to
free-write for specified amounts of time (e.g., 12 min, 10 min)
about (a) their ideal future, (b) qualities they admired in others, (c)
things they could do better, (d) their school and career futures, (e)
things they would like to learn more about, and (f) habits they
would like to improve (i.e., related to school, work, relationships,
health). This initial fantasy step was intended to allow partici-
pants the chance to consider a number of possible futures and to
identify the ones that were most desirable (cf. Markus & Nurius,
1986). Contemplating the desired state of an imagined future can
be an important motivator in goal pursuit, especially when it is
compared with current reality (Oettingen, Pak, & Schnetter, 2001).
The programs first step was thus included to get participants
thinking about what their desired futures might look like.
Step 2 asked students to examine the result of their fantasizing
about the future and to extract seven or eight specific goals that
could be pursued to realize the desired state. For each goal,
students were required to provide an identifying label as well as a
brief description of the goal itself. Each of these goals would then
be elaborated on in the rest of the program. It was emphasized that
the identified goals had to be clear and specific, as these tend to be
more effective than poorly defined targets or do-your-best goals
(Austin & Vancouver, 1996; Locke, Chah, Harrison, & Lustgarten,
1989; Locke & Latham, 2002; Locke et al., 1981).
Step 3 required students to evaluate their goals by ranking them
in order of importance, detailing specific reasons for pursuit and
evaluating the attainability of each goal within a self-specified
time frame. This step was included to ensure that goal prioritiza-
tion was handled effectively, in order to avoid potential goal
conflicts and their associated performance costs (Locke, Smith,
Erez, Chah, & Schaffer, 1994). It was also important for students
to consider the attainability of their goals, because positive out-
come expectations are important motivators of goal-relevant be-
havior, and unrealistic goals tend to be less motivating (Bandura,
1977; Brunstein, 1993; Perrone, Civiletto, Webb, & Fitch, 2004;
Schunk, 1991).
Step 4 asked students to write about the impact that achieving each
goal would have on specific aspects of their lives and the lives of
others. It has been suggested that the very process of representing the
future consequences of a goal might provide a cognitive source of
motivation (Bandura, 1977; Schunk, 1991). This step was thus in-
cluded to help students form a more detailed understanding of the
importance of the goal and the consequences of its attainment.
Steps 5, 6, and 7 helped students to elaborate on their specific
plans for goal pursuit. Research suggests that complex goals re-
quire the setting and completion of subgoals, which provide clear
benchmarks of progress (i.e., feedback; Bandura & Simon, 1977;
Latham & Seijts, 1999; Locke & Latham, 2006; Morgan, 1985;
Stock & Cervone, 1990). Goal progress is further bolstered by
detailed implementation plans (Gollwitzer, 1999; Koestner,
Lekes, Powers, & Chicoine, 2002; Locke et al., 1981) that des-
cribe how the path to a goal will be physically instantiated
PERSONAL GOAL SETTING
and that are instrumental in overcoming challenges (Gollwitzer &
Brandstatter, 1997). Step 5 led students through a process of
determining subgoals and concrete strategies for achieving each
goal. Step 6 required them to identify potential obstacles to the
achievement of each goal as well as strategies for overcoming
these obstacles. Step 7 guided them through the process of setting
concrete benchmarks for goal attainment to help them to monitor
their own progress and gain feedback. Detailing the path to goal
attainment should also serve to increase the perceived attainability
of the goal, thereby increasing motivation.
Finally, Step 8 asked students to evaluate the degree to which
they were committed to achieving each goal. Goal commitment
is an important component of goal success (Koestner et al.,
2002; Ryan, Sheldon, Kasser, & Deci, 1996), and this step was
added to represent a personal contract of maintaining commit-
ment to the pursuit of the goals outlined throughout the inter-
vention. After students completed the program, they were
e-mailed a copy of everything that they had written to print out
and review as desired.