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...apira 1992). In the literature on motivation, setting a goal is a “discrepancy creating process” that produces “discontent with one’s present condition and the desire to attain an object or outcome” (=-=Locke and Latham 2006-=-). Implicit in this formulation is the notion that goals operate as reference points, providing a point of comparison from which to evaluate present performance. In a series of laboratory studies, Hea...

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...gies intended to encourage physical activity [13]. A number of factors influence the effectiveness of a goal. Firstly, it must be accepted by the individual and not in conflict with their other goals =-=[27]-=-. Secondly, increased difficulty is said generally to increase motivation [27], possibly because of the greater potential self-satisfaction that accrues to the user on achievement of the goal [36]. Ho...

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... of the most influential theories in management (Locke & Latham, 2009). Goal setting theory suggests that a specific challenging goal compared with a vague easy goal leads to better task performance (=-=Locke & Latham, 2006-=-). Three elements of a goal that have been found to influence task performance are: goal difficulty, goal specificity, and goal type (self-set vs. assigned). Specifically, a more difficult goal induce...

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...research question. Goals notes in nStudy are also easily retrieved, updated and linked to other objects in the system. Once the analytics features of the system are made available, reports or a dashboard could also be linked to the goals notes, facilitating reflection on the analytic metrics in the context of specific objectives and purposes. 3.2.2 Process 3: Reflection Once set, goals drive how students interact with educational materials and activities and the feedback the analytics provides becomes an important moderator for students to monitor and assess their progress towards their goals [27], as well as evaluate when the goals themselves need to be updated or revised. This collection of activities involves looking back at information about the learning activities recently engaged in and, as such, is a form of data-informed reflection. From a constructivist perspective, reflection has long been thought of as an essential part of constructing one’s understanding; in turn, as one’s understanding develops, reflection can also be used more effectively to support learning [29]. However, reflection has traditionally depended on the learner’s own recollection of the activities they engag...