Goal Setting and Attainment in General Education Classes: Examining the Role of Self-Determined Learning

Developing goal setting and attainment skills is essential for enabling self-determined learning. This study examined how secondary students with and without disabilities set and pursued academic goals in general education mathematics classrooms using the Self-Determined Learning Model of Instruction (SDLMI). The sample included 118 students, 4 (3%) of whom self-reported a disability. Across one academic year, students self-reported their goal attainment using Goal Attainment Scaling (GAS) rubrics. A directed content analysis was used to examine the types of academic goals. The quality of goal statements and GAS rubrics was evaluated using the SMART framework, and multilevel linear modeling was used to examine the relationships between academic goal types, goal statement quality, GAS rubric quality, and students’ goal attainment across two semesters. Results indicated that students were able to set and attain high-quality academic goals, reflecting a focus on building strategies for academic success and advancing academic outcomes across two semesters of the implementation of the SDLMI. Limitations and implications related to inclusive goal setting, supports, and opportunities for students with disabilities are discussed, along with directions for future research and practice.