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Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2 × 2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals. • Goal-setting frameworks emphasize goal structure, commitment, and implementation. • Goal orientation frameworks focus on motivation, emotions, and learning strategies. • The study suggests integrated GS and GO theory, linking motivation with GS steps.
Heintalu et al. (Tue,) studied this question.