Self-set goals improve academic performance through nonlinear effects on daily study performance
Abstract
A Bayesian longitudinal moderated mediational model was used to test the effect of students' daily/proximal self-set goals on a final course grade through daily study performance. Thirty-six daily diaries were completed twice a day by 147 sophomore students. Study goals were self-set in the morning and daily performance was self-assessed in the evening. Two independent coders, blind to the hypotheses, evaluated goal specificity and difficulty....
Paper Details
Title
Self-set goals improve academic performance through nonlinear effects on daily study performance
Published Date
Jan 1, 2020
Volume
77
Pages
101784 - 101784
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