Effects of a future-goal setting intervention programme on Hong Kong secondary school students' commitment, self-efficacy, and values related to academic learning

Abstract

This study investigated the effect of a goal-based intervention package on future goal-setting for junior secondary school students on their future goal commitment, self-efficacy, and values related to academic learning. Participants were 85 newly admitted secondary one students in a local mainstream secondary school in Hong Kong. A self-report questionnaire was used to measure the strength of future goal commitment, perceived instrumentality of learning, self-efficacy, intrinsic value and extrinsic value of academic-related activities. Results indicated that the future goal-setting intervention package is effective in guiding students set their future goals, and in strengthening their future goal commitment, perceived instrumentality of learning, self-efficacy and intrinsic value of academic-related activities.