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Research questions address differences in pre- and post-intervention Stages of Change scores, effects on students’ goal-setting behaviors, and impacts on intervention facilitators. Findings indicate benefits for both students and teacher-facilitators, supporting strengths and highlighting areas for improved implementation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/implementing-a-goal-setting-intervention-in-an-afterschool-program-by-amy-hallenbeck-and-david-fleming/591406/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/implementing-a-goal-setting-intervention-in-an-afterschool-program-by-amy-hallenbeck-and-david-fleming/591406.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What model guided the goal-setting intervention in the afterschool program?","Question",{"text":62,"@type":63},"The intervention was structured using the Transtheoretical Model, focusing on the Stages of Change construct.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which grades and where was the intervention implemented?",{"text":67,"@type":63},"It was implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 at two school sites.",{"name":69,"@type":60,"acceptedAnswer":70},"What effects did the intervention show according to the results?",{"text":71,"@type":63},"The intervention showed benefits for both students and teacher-facilitators, and the authors used the data to evaluate strengths and weaknesses to improve implementation.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},591406,1792210169,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","don’t you want to  \ndo better?  \nimplementing a goal-setting intervention in an afterschool program  \nby Amy Hallenbeck and David Fleming  \nSam (a pseudonym) sits quietly at an empty desk. It is 3:15 p. m. ; all of the fourth-grade afterschool students are in one room.“Okay, everyone, let’s get started on your homework,” Ms. Wall says. Boys and girls take books, paper, and pencils out of their backpacks and place them on their desks. After looking at one student’s agenda, Ms. Wall reads the homework assignment aloud: “Write a sentence with each vocabulary word. Underline the word in your sentence.”Students begin to write. A few minutes  \nlater, Ms. Wall realizes that Sam’s desk is still empty and he isnot working on his homework.“Sam,” she says,“why aren’t you writing your sentences?” Sam shrugs and avoids her gaze. Ms. Wall steps over to his desk and asks, “Why aren’t you doing your homework, Sam? Don’t you want to do better?”  \nGoal setting is not an innate skill. Adults who are successful at reaching their goals have learned to set realistic goals and to plan to attain them. Afterschool programs,  \nbecause they have latitude in their curricular offerings and program elements, can provide strong backdrops for goalsetting initiatives. While studies have shown that goal setting is a behavior elementary-age children can accomplish (e.g. , Murawski & Wilshinsky, 2005), they do not examine goal-setting initiatives in afterschool programs.  \nThis paper describes a goal-setting intervention implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 at two school sites. We structured the goal-setting intervention using the Transtheoretical Model, which depicts behavior change as a process that evolves through a  \nAMY HALLeNBeCK, M. S., is a doctoral candidate in curriculum and instruction at Clemson University’s Eugene T. Moore School of Education. Besides serving as project director for a 21st Century Community Learning Centers afterschool program, she also works as a consultant for the College Board. Her research interests include small rural schools, goal orientation, motivation, and self-efficacy.  \nDAviD FLeMiNG, Ph. D., is an associate professor in the Eugene T. Moore School of Education at Clemson University. He is currently the principal investigator for two afterschool program grants and has served as program evaluator for numerous others. His research interests include leadership development among youth, physical education and activity, out-of-school time education, and program evaluation.  \nFigure 1. visual Model of the Stages of Change  \n5. MAiNTeNANCe •Working to keep on track  \n4. ACTiON •Working to make changes  \n3. PRePARATiON •Actively preparing to make changes  \n2. CONTeMPLATiON •Thinking about making changes  \n1. PReCONTeMPLATiON • Just starting to think about changes  \nSTAGe 5: MAiNTeNANCe Student has made changes, and it is lasting longer than 6 months. STAGe 4: ACTiON Student has made changes, but it has not been very long (less than 6 months) . STAGe 3: PRePARATiON Student is intending to change very soon, and there is/are specific action(s) that demonstrates this.  \nSTAGe 2: CONTeMPLATiON Student is intending to change sometime soon.  \nSTAGe 1: PReCONTeMPLATiON Student is not intending to take action in the foreseeable future.  \n1995) . Several studies (e.g. , McTigue, Washburn,& Liew, 2009; Peterson & Davis, 2008) demonstrate the importance of appropriately challenging goals so that students are neither overwhelmed nor understimulated. Goal proximity is related to how quickly agoal can be achieved. While adults may be capable of dividing a large goal into smaller components and foreseeing eventual completion, many children are not (Bandura, 1977) . Bandura and Schunk (1981) found that third-graders who were given instructions on how to divide a large set of materials and complete a task in specific increments had  \nseries of stages (Prochaska & DiClemente, 198","cbCaiqzFsNRuQCpF","https://ap.wps.com/l/cbCaiqzFsNRuQCpF","pdf",421837,11,"English","# Conceptual Framework\n## Goal Setting\n## The Transtheoretical Model and Stages of Change\n# Results and Assessment\n## Students and Teacher-Facilitators","[{\"question\":\"What model guided the goal-setting intervention in the afterschool program?\",\"answer\":\"The intervention was structured using the Transtheoretical Model, focusing on the Stages of Change construct.\"},{\"question\":\"Which grades and where was the intervention implemented?\",\"answer\":\"It was implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 at two school sites.\"},{\"question\":\"What effects did the intervention show according to the results?\",\"answer\":\"The intervention showed benefits for both students and teacher-facilitators, and the authors used the data to evaluate strengths and weaknesses to improve implementation.\"}]","implementing a goal-setting intervention in an afterschool program - by Amy Hallenbeck and David Fleming | PDF",1792071797,28]