The researchers from the Self-regulated Learning Research Group, part of the Learning, Instruction and Career, Juliana Martins, Tânia Moreira, Jennifer Cunha, José Carlos Núñez e Pedro Rosário published an article titled "Be SMART: Promoting goal setting with students at-risk of early school leaving through a mentoring program" in the journal "Children and Youth Services Review."
The study entailed the development and implementation of a group mentoring program aimed at elementary school students aged over 12 years with a history of multiple grade retentions. Its primary aim was to enhance SMART goal-setting skills through the implementation of self-regulation strategies.
The findings revealed that subsequent to their engagement in the mentoring program, a majority of students formulated a greater number of academic goals while reducing the number of non-academic goals. A nuanced examination delineated that solely the younger cohort (aged 12 to 16) exhibited integration of SMART characteristics within their academic objectives. Conversely, older students (17 years old) consistently established non-academic goals both pre and post-program. These outcomes underscore the imperative of early intervention with these youths to facilitate the cultivation of academic objectives and subsequent scholastic achievement.
Highlights:
•Mentoring programs are suited to the needs of students at-risk of early dropout.
•At-risk students hold instrumental perspectives on the value of school.
•Older students did not set any academic goal in both data collection moments.
•Younger students integrated SMART characteristics into their academic goals.
•At-risk students’ age should be considered when setting mentoring interventions.