An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking

2005 2005

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Abstract (summary)

As a whole, associations are considered the largest and most diverse providers of adult education services in the United States; however, little to no research has been conducted that examines methods for enhancing the professional development experiences of the individuals participating in these programs.

This study utilized a goal setting intervention to determine if structured goal setting (individually or collectively with a supervisor) prior to participating in a professional development program would have a significant impact on goal achievement, beliefs about goal setting, beliefs about goal setting with a supervisor, overall expectations, overall program evaluations, and final examination scores.

Participants for the study were drawn from two banking schools designed for novice learners. The banking schools were conducted by the Schools of Banking, Inc. The Schools of Banking is a not-for-profit corporation that has been jointly-owned by the Kansas and Nebraska Bankers Associations for 40 years and conducts up to 14 curriculum-based, residential banking schools annually. Depending upon the specific school, students attend for three, five, or six consecutive days. As designed, each of these schools serves as a training and development resource to financial institutions, financial related organizations, and government entities who wish to educate their employees.

The data were analyzed using analysis of variance (ANOVA) and a series of t tests. Results indicated that structured goal setting did have a positive impact on goal achievement. Point estimates on error bar graphs related to mean scores by group were also utilized to illustrate the theory related to goal setting and goal achievement. Correlations between goal orientation (mastery or performance) and the dependent variables were not significant. Implications of the study as well as future research directions are discussed.

Indexing (details)

Educational psychology;
Adult education;
Continuing education;
Vocational education
0525: Educational psychology
0516: Adult education
0516: Continuing education
0747: Vocational education
Identifier / keyword
Education; Academic performance; Adult learners; Goal achievement; Motivation; Schools of banking; Structured goal-setting
An analysis of the relationship among structured goal setting, goal achievement, motivation, and academic performance of novice adult learners at the schools of banking
Payant, Sean Christopher
Number of pages
Publication year
Degree date
School code
DAI-A 66/05, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
9780542160257, 0542160250
Horn, Christy
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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