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Originalartikel/Original Article

Persönliche Ziele im Studium

Erprobung einer Intervention zur Steigerung der Zieleffektivität und Zufriedenheit im Studium

Published Online:December 15, 2008https://doi.org/10.1024/1010-0652.22.34.177

Abstract

Auf der Grundlage eines teleonomischen Modells des subjektiven Wohlbefindens (Brunstein, Schultheiss & Maier, 1999) entwickelten wir ein Zieleffektivitätstraining, das dazu diente, im Kontext des Universitätsstudiums (a) die Bindung von Studierenden an persönliche Studienziele zu vertiefen und (b) die Planung zugehöriger Handlungsschritte zu konkretisieren. Studie 1, an der 72 Studienanfänger teilnahmen, ergab, dass das vollständige Interventionsprogramm zu einer erhöhten Effektivität bei der Umsetzung persönlicher Studienziele führte und darüber vermittelt die akademische und soziale Anpassung im Verlauf des ersten Semesters verbesserte. Studie 2, an der 88 Studierende im zweiten Studienjahr teilnahmen, zeigte, dass beide Interventionskomponenten (Zielbindung und Zielplanung) einen eigenständigen Beitrag zur Förderung der Effektivität beim Erreichen selbst gesetzter Zielstandards leisteten und miteinander kombiniert die Studienzufriedenheit deutlich erhöhten.


Personal Goals in College Education: Testing an Intervention to Increase Students’ Goal Effectiveness and Satisfaction in College

On the basis of Brunstein, Schultheiss and Maier’s (1999) teleonomic model of subjective well-being, we designed a goal effectiveness training that serves to promote, within the context of college education, (a) students’ commitment to study-related personal goals and (b) their active engagement in the construal of goal-related action plans. In a sample of 72 students who had started their college education, Study 1 found that the full intervention program enhanced participants’ goal effectiveness and thereby improved their academic and social adaptation throughout the course of the first semester. In a sample of 88 students who were in the 2nd year of their education, Study 2 found that both components (goal commitment and goal planning) involved in the intervention uniquely contributed to students’ effectiveness in accomplishing goal-related standards and that the joint effect these two components had on students’ satisfaction in college was quite substantial.

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