Publication:
When Goal-Setting Forges Ahead but Stops Short

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dc.contributor.authorIslam, Asad
dc.contributor.authorKwon, Sungoh
dc.contributor.authorMasood, Eema
dc.contributor.authorPrakash, Nishith
dc.contributor.authorSabarwal, Shwetlena
dc.contributor.authorSaraswat, Deepak
dc.date.accessioned2020-09-24T18:50:36Z
dc.date.available2020-09-24T18:50:36Z
dc.date.issued2020-09
dc.description.abstractThis paper reports the results of an at-scale randomized controlled trial among 18,000 secondary students in Zanzibar (Tanzania) to examine the effects of personal best goal-setting on student outcomes. The paper also tests the impact of combining goal setting with non-financial rewards conditional on students meeting the goals they set. The results suggest that goal-setting has a significant, positive impact on students' time use, study effort, and self-discipline. However, there are no significant impacts on test scores. This is partially because nearly two-thirds of the students do not set realistic goals. The paper finds that the effects on time use, study effort, and discipline are weaker when goal setting is combined with nonfinancial rewards. This suggests that tying goal setting to extrinsic incentives could weaken its impact. The results show stronger impacts for female students and from students from weaker socioeconomic backgrounds. These results demonstrate that goal setting can have positive impacts on student outcomes, especially for the relatively disadvantaged. However, for maximizing the impacts, goal setting may need to be combined with guidance on setting realistic goals, and extrinsic rewards tied to goals may need to be avoided.en
dc.identifierhttp://documents.worldbank.org/curated/en/658171600701734813/When-Goal-Setting-Forges-Ahead-but-Stops-Short
dc.identifier.doi10.1596/1813-9450-9406
dc.identifier.urihttps://hdl.handle.net/10986/34504
dc.languageEnglish
dc.publisherWorld Bank, Washington, DC
dc.relation.ispartofseriesPolicy Research Working Paper;No. 9406
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectEDUCATION
dc.subjectRECOGNITION REWARDS
dc.subjectSTUDENT PERFORMANCE
dc.subjectZANZIBAR
dc.subjectSECONDARY EDUCATION
dc.subjectGENDER
dc.titleWhen Goal-Setting Forges Ahead but Stops Shorten
dc.typeWorking Paperen
dc.typeDocument de travailfr
dc.typeDocumento de trabajoes
dspace.entity.typePublication
okr.crossref.titleWhen Goal-Setting Forges Ahead but Stops Short
okr.date.disclosure2020-09-21
okr.doctypePublications & Research
okr.doctypePublications & Research::Policy Research Working Paper
okr.docurlhttp://documents.worldbank.org/curated/en/658171600701734813/When-Goal-Setting-Forges-Ahead-but-Stops-Short
okr.guid658171600701734813
okr.identifier.doi10.1596/1813-9450-9406
okr.identifier.externaldocumentum090224b087deaa01_1_0
okr.identifier.internaldocumentum32421629
okr.identifier.reportWPS9406
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/658171600701734813/pdf/When-Goal-Setting-Forges-Ahead-but-Stops-Short.pdfen
okr.region.administrativeAfrica
okr.region.countryTanzania
okr.statistics.combined924
okr.statistics.dr658171600701734813
okr.statistics.drstats578
okr.topicEducation::Secondary Education
okr.topicEducation::Education For All
okr.topicEducation::Educational Institutions & Facilities
okr.topicEducation::Effective Schools and Teachers
okr.topicGender::Gender and Education
okr.unitEducation Global Practice
relation.isAuthorOfPublicationf3374e5c-0923-4eda-b20c-32d7067f9262
relation.isAuthorOfPublication.latestForDiscoveryf3374e5c-0923-4eda-b20c-32d7067f9262
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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