Motivation and Learning Strategies for College Success : A Self-management Approach

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GOAL SETTING 95

achievement; another model may begin with foreclosure, moving to

moratorium and then toward identity achievement. The latter model

often occurs when individuals find out in college that they really don’t

have the interest or aptitude for a particular goal. Still another model

may be identity diffusion, to moratorium, to identity achievement, to

identity diffusion. In this situation, the individual may lose a sense of

purpose as a result of some life experiences and fail to seek new com-

mitments. Can you be classified in one of the four identity statuses? If

so, use the criteria for the identity statuses and explain why you think

you would be classified in your selected status. Are you involved in any

activities that might help you move closer to an identity-achieved status?

What type of goals could lead to an identity-achieved status?

This chapter helps you understand the purpose of setting goals and

developing plans for attaining them. Goal attainment plays an impor-

tant role in developing your identity and influences the nature of your

adult lifestyle.

The pyramid in Fig. 4.2 identifies the steps that lead from identi-

fying values to accomplishing daily tasks (Smith, 1994). Everything

starts with values, which are sometimes called principles or beliefs.

Long-term goals are developed by translating principles and beliefs

into long-term achievements. Long-term goals, in turn, are attained

through a series of intermediate goals. Finally, the intermediate goals

are attained through a series of specific, goal-oriented daily tasks.

Suppose an individual values education and sets a goal to earn a

college degree. To accomplish this long-term goal, the student needs to

Daily Tasks

Intermediate Goals

Long-Range Goals

Governing Values

FIG. 4.2. The productivity pyramid (from Smith, 1994).