Hitting the mark: the power of self-chosen goals in academic success

This paper aims to examine the causal impact of self-chosen performance, learning and behavioral goals on student motivation and academic performance in a college Microeconomics course. Using a randomized controlled trial, students were assigned to one of four groups: a control group with no specific goals or treatment groups that self-select their own performance, learning or behavioral goals. We find that self-chosen goals enhance academic outcomes compared to a control group, with learning and behavioral goals yielding significant effects. Performance goals drive higher achievement when paired with strong goal commitment, learning goals facilitate deeper cognitive engagement and behavioral goals encourage consistent and productive study habits.