This research bridges gaps in our knowledge by examining how different motivations—whether students want to achieve goals for personal reasons or because they feel pressured—impact their progress and well-being.  It takes a unique approach by not just looking at a single moment but by following students over a short period, giving insights into how things change over time.

264 students from various academic backgrounds in Israel participated in the study. They answered questions about why they wanted to achieve their goals, how they were progressing, and how they handled their emotions. The researchers used Qualtricsto track their progress, asking them about their goals and emotions for ten days. A month later, the students shared whether they achieved their goals. 

For teachers and parents, the study suggests creating supportive environments where students can make choices and feel competent, ultimately boosting their motivation and well-being. Students, too, are encouraged to set meaningful goals and use strategies like effective time management.

Regarding future research, this study opens doors for exploring how emotions impact goal attainment. Looking ahead, EPIC could delve deeper into this, especially in areas like work and education, seeking ways to support individuals in reaching their goals.

If you want to learn more about Benita et al.’s (2023) study, check it out at: 

https://psycnet.apa.org/record/2023-66060-001

This post was written by Tristin Yun.

Reference:

Benita, M., Arbel, R., & Milyavskaya, M. (2023). Autonomous versus controlled goal motivation differentially predicts goal progress and well-being through emotion regulation styles.