Abstract:
This study investigated the effect of a student-set, mastery-focused goal setting intervention on academic achievement and academic locus of control in underachieving college students in a quasi-experimental repeated measures mixed design. Twenty-three undergraduate college students participated in the study at a mid-sized university in the Midwest. The Academic Locus of Control (ALC) scale measured student placement on an internal-external locus of control continuum. Student test scores in introductory and developmental psychology classes measured academic achievement. Intervention results indicated participants increased internal scores on the ALC. Goal setting behavior
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improved psychology test scores significantly, positively impacting participants' academic achievement. Most participants stated their self-set, mastery-focused goals benefited their academic achievement, and the majority planned to set goals in the future.
