The implementation of LinguaFolio, a portfolio that focuses on student self-assessment, goal

setting, and collection of evidence of language achievement, was introduced into 23 high schools with a
total of 1,273 students. By using a hierarchical linear model, researchers were able to analyze the
relationship between goal setting and student achievement across time at both the individual student
and teacher levels. A correlational analysis of the goal-setting process and language proficiency scores
reveals a statistically significant relationship between the goal-setting process and language
achievement (p < .01). (Moeller et al. 2012) pp. 153-169

1. The connection between goals and students motivation has been widely studied and
investigated in the research literature but goal setting and student’s achievement at the
classroom level has remained extremely unexplored. The implementation of LinguaFolio, a
portfolio that focuses on student self-assessment on goal setting and collection of evidence
of language achievement, was introduced into 23 high schools with a connection between
goal setting and student achievement across time, at both the individual student and
teacher levels. An analysis of goal-setting process and language proficiency scores shows a
statistically significant re significant relationship between the goal-setting process and
language achievement (Moeller et al. 2012, pp. 153-169)

The study searched for the effectiveness of goal-setting skills among Senior Secondary II
students’ academic performance in English language in Enugu Metropolis, Enugu state, Nigeria.
Quasi-experimental pre-test, post- test control group design was used to conduct the study. The
initial sample was 147 participants (male and female) Senior Secondary School II students drawn
from two public schools in Enugu zone of Enugu Metropolis. The final sample for the intervention
consisted of 80 respondents. This sample is enough to satisfy the condition for selection from the
baseline data. The findings showed that performance in English language was enhanced among
participants exposed to goal-setting intervention compared to those in the control group. The study
also showed that there is a significant gender difference in students’ performance with female
participants achieving a higher mean score than males. Parental level of education was also found
to be related to performance in English Language. Based on the findings, goal-setting intervention
was recommended as a strategy to enhancing students’ academic performance.

According to John Holland (2010), individuals are attracted to a given career or goal by their
particular personalities and numerous variables that constitute their backgrounds. First of all, career
choice is an expression of, or an extension of personality into the world of work followed by subsequent
identification with specific occupational stereotypes. Accordingly, one chooses a career to satisfy
preferred modal personal orientation.
 Richard T. Lapan, Bradley Tucker, Se-Kang Kim, and John F. Kosciulek 2003

found that increased career development activities predicted greater student satisfaction with the
education they were receiving. The students felt they were better prepared for their future and for their plans to
enter post-high school settings that require further education. Also, it was found that students with course work
organized around a career goal were more satisfied with their education than students whose course work was not
related to a career goal. In addition, students with courses relating to career goals had higher educational
aspirations. Interestingly, the results of this study showed substantive differences between rural girls and rural
boys.Girls reported more positive levels of career development, satisfaction with school, and educational
aspirations than did boys.

Richard T. Lapan, Bradley Tucker, Se-Kang Kim, and John F. Kosciulek (2003) found that higher career
development activities predicted greater student satisfaction together with the education they were receiving. The
students felt better prepared through their future and their goals to enter post-high school settings that require
further education. It was also found out that student with course work organized around a career goal were more
satisfied with their education than students whose course works are not related to a specific career goal. In
addition, students with courses related to their career goals have higher goals and aspirations.

The most comprehensive plan on how to teach young students to set career
goals is contained in an article by Kelly Arrington (2000). Arrington (2000) believes that
is extremely important to expose students to information concerning multiple careers
so that it will help the students realize what is required from them when they are
interested in a certain career, thus making them form realistic career plans. Arrington's
(2000) plan is a six-year plan of study which covers three phases.

According to an article by Arrington (2000), the most comprehensive plan to

teach young students on setting a career goal is exposing students to information
concerning multiple careers so that it will help the student realize what is needed from
them when they are interested in a certain career, thus making their career plan more
realistic.

According to Lunenberg (2007), Locke and Latham provide a well-developed goal-setting theory
of motivation. The theory emphasizes the important relationship between goals and performance.
Research supports predictions that the most useful and effective performance seems to result when
goals are specific, realistic and challenging, when they are used to evaluate performance and connected
to feedback on results, and create commitment and acceptance. The motivational impact of goals may
be affected by moderators such as ability and self-efficacy. Deadlines enhance the effectiveness of goals.
A learning goal orientation leads to a path of higher performance than a performance goal orientation,
and group goal-setting is as important as individual goal-setting.
 According to Pihl et al.,(2010) Of all the students who enrolled in 4-year universities, 25% never
finish. Precipitating causes of early departure include poor academic progress and lack of clear goals and
motivation. (pp. 255 264)

Midgley and Urdan (2002) shows previous research on the relations

among students' personal achievement goals, perceptions of what a classroom
goal structure is, and reports of the use of self-handicapping strategies.
Surveys, specific to the math domain, were given to 484 7th-grade students in
nine middle schools. Personal performance-avoid goals positively predicted
handicapping, whereas personal performance-approach goals did not.
Students low in performance-avoid goals and high in task goals handicapped
less than those low in both goals.
Of the 328 students participating in the study, 69% made adequate growth after goal setting
was implemented as compared to only 60% prior to the implementation of goal setting. Specifically,
McNemar’s Test results shows that specific difference existed in the reading growth performance when
comparing the reading growth for the two year period (x²=9.986, df = 1, p = .0016). In 2014, 60.4% of the
students were classified as making adequate growth, whereas 68.6% received the designation in 2015
(Dotson, 2015).

Yusuff (2017) shows the study group constituted 41.4% (29), while
58.6% (41) were in the control group, with a mean ± SD age of 22.9 (SD = 3.2)
and 21.6 (SD = 6.1) years, respectively. The mean ± SD scores for quizzes (8.4
(SD = 2.2), mid-term (21.9 (SD = 3.7), and final exams (42.8 (SD = 5.3), and
the percentage achievement for the course objectives A (77%) and B (78%)
were significantly higher in the study group (P < 0.001). The end-of-course
feedbacks showed key differences in the perception of learning experience
between the study and control groups. Personalized goal setting and study
planning appeared to significantly improve continuous engagement with
learning, focus on academic goals, and academic performance.