Required Online Personal Achievement Training Resulted in Better Goals and More Course-Related Goals Achieved

In this quasi-experiment, undergraduates in a psychology class requiring participation in online assessment, training, and tracking of student achievement outperformed undergraduates from two other psychology classes on the proportion of their course-related goals that were SMART (d=.53), proportion who developed sub-goals (d=.59), and on achievement of those goals (d=.35).