Implementation of a Goal Setting and Time Management Program in Undergraduate Courses - Article 19

Oct 15, 2026

This pilot study examined undergraduate students’ experiences with goal setting and time management. A series of mandatory planning and reflection assignments was embedded into two undergraduate courses, each with course-specific tasks emphasizing goal setting, planning, time management, and reflection. Qualitative findings showed students valued academic success and well-being, using multiple strategies while struggling to balance schoolwork with well-being. Results support providing structured help for realistic goals and follow-through on plans.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Keywords

Introduction

Method

Context

Assignments

Table 1 - Assignment descriptions

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 15 | Issue 2 | Article 19 | | --- | --- | | Summer 08-31-2024
Implementation of a Goal Setting and Time Management Program in Undergraduate Courses
Portia Kalun
McMaster University, [kalunp@mcmaster.ca](kalunp@mcmaster.ca)[ ](kalunp@mcmaster.ca)Michael Wong
McMaster University, [wongm8@mcmaster.ca](wongm8@mcmaster.ca)[ ](wongm8@mcmaster.ca)Heather Poole
University of Ottawa, [hpoole@uottawa.ca](hpoole@uottawa.ca)[ ](hpoole@uottawa.ca)Ayesha Khan
McMaster University, [akhan@mcmaster.ca](akhan@mcmaster.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2024.2.15153](https://doi.org/10.5206/cjsotlrcacea.2024.2.15153) | | Recommended Citation Kalun, P., Wong, M., Poole, H., & Khan, A. (2024) . Implementation of a goal setting and time management program in undergraduate courses. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2) . [https://doi.org/10.5206/cjsotlrcacea.2024.2.15153](https://doi.org/10.5206/cjsotlrcacea.2024.2.15153) Implementation of a Goal Setting and Time Management Program in Undergraduate Courses Abstract This pilot study explored undergraduate students’ experiences with goal setting and time management. We embedded a series of mandatory planning and reflection assignments into two undergraduate courses. Assignments were unique to each course, but emphasized goal setting, planning and time management, and reflection. Qualitative analyses revealed that students valued the importance of academic success and well-being. They used various strategies to plan and manage their time but struggled with balancing schoolwork and well-being. Our findings highlight the need to support students in developing goal setting and time management skills, setting realistic goals, and following through on their plans. Cette étude pilote a exploré les expériences des étudiants et des étudiantes de premier cycle en matièrede fixation d'objectifs et de gestion du temps. Nous avons intégré une série de devoirs obligatoires deplanification et de réflexion dans deux cours de premier cycle. Les devoirs étaient propres à chaque cours, mais mettaient l'accent sur la définition d'objectifs, la planification et la gestion du temps, et laréflexion. Les analyses qualitatives ont révélé que les étudiants et les étudiantes accordaient del'importance à la réussite scolaire et au bien-être. Ils ont utilisé diverses stratégies pour planifier et gérer leur temps, mais ont eu du mal à concilier travail scolaire et bien-être. Nos résultats soulignent lanécessité d'aider les étudiants et les étudiantes à développer des compétences en matière de fixation d'objectifs et de gestion du temps, à fixer des objectifs réalistes et à suivre leurs plans. Keywords goal setting, time management, student mental health; fixation d'objectifs, gestion du temps, santé mentale des étudiants et des étudiantes This research note/note de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning: [https://doi.org/10.5206/cjsotlrcacea.2024.2.15153](https://doi.org/10.5206/cjsotlrcacea.2024.2.15153) University students face varied responsibilities. To succeed academically, they must effectively allocate their time to various tasks. Goal-setting theory suggests that setting goals can broadly improve performance, as goals can direct attention to relevant steps ina larger process and foster motivation and persistence (see Locke & Latham, 2013; Morisano et al., 2010). Accordingly, students who set goals and work toward them can experience enhanced academic success (Hao, Branch, & Jensen, 2016; Kim & Ra, 2015; Morisano et al., 2010). Further, setting goals may support engagement: students who have set goals report feeling greater levels of hope, optimism, and satisfaction in their personal and professional lives (Kib

FAQs

What was the focus of the pilot study?

The study focused on undergraduate students’ experiences with goal setting and time management through structured planning and reflection assignments.

How was the intervention implemented in courses?

Mandatory planning and reflection assignments were embedded into two undergraduate courses, with assignments unique to each course but consistent in their emphasis on goals, planning, time management, and reflection.

What challenges did students report?

Students valued academic success and well-being, used various strategies to manage their time, but had difficulty balancing schoolwork and well-being.

Oct 15, 2026

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