{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,30]],"date-time":"2026-06-30T22:06:18Z","timestamp":1782857178728,"version":"3.54.5"},"reference-count":53,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2014,12,26]],"date-time":"2014-12-26T00:00:00Z","timestamp":1419552000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2015,6]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Goal\u2010setting theory continues to be among the most popular and influential theories of motivation and performance, although there have been limited academic applications relative to applications in other domains, such as organizational psychology.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>This paper summarizes existing quantitative research and then employs a qualitative approach to exploring academic growth via an in\u2010depth reflective growth goal\u2010setting methodology.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>\n                      The study focuses on 92\n                      <jats:styled-content style=\"fixed-case\">UK<\/jats:styled-content>\n                      final\u2010year students enrolled in an elective advanced interpersonal skills and personal development module, with self\u2010reflection and growth goal setting at its core.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>Qualitative data in the form of regular reflective written diary entries and qualitative questionnaires were collected from students during, on completion of, and 6\u00a0months following the personal growth goal\u2010setting programme.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>About 20% of students' self\u2010set growth goals directly related to academic growth and performance; students reported that these had a strong impact on their achievement both during and following the reflective programme. Growth goals that were indirectly related to achievement (e.g., stress management) appeared to positively impact academic growth and other outcomes (e.g., well\u2010being). A follow\u2010up survey revealed that growth goal setting continued to impact academic growth factors (e.g., self\u2010efficacy, academic performance) beyond the reflective programme itself.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Academic growth can result from both academically direct and indirect growth goals, and growth goal setting appears to be aided by the process of simultaneous growth reflection. The implications for promoting academic growth via this unique learning and development approach are discussed.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12059","type":"journal-article","created":{"date-parts":[[2014,12,26]],"date-time":"2014-12-26T02:02:37Z","timestamp":1419559357000},"page":"224-241","source":"Crossref","is-referenced-by-count":94,"title":["Self\u2010reflection, growth goals, and academic outcomes: A qualitative study"],"prefix":"10.1111","volume":"85","author":[{"given":"Cheryl J.","family":"Travers","sequence":"first","affiliation":[{"name":"School of Business and Economics Loughborough University UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dominique","family":"Morisano","sequence":"additional","affiliation":[{"name":"Centre for Addiction and Mental Health Toronto Canada"},{"name":"Dalla Lana School of Public Health University of Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Edwin A.","family":"Locke","sequence":"additional","affiliation":[{"name":"Robert H. 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