I’ve written a lot about goal-setting with students (see My Best Posts On Students Setting Goals) and about how to help students achieve them through visualization (see My Best Posts On Helping Students “Visualize Success”).

As I’ve written in those previous posts, students who do the daily one minute visualization we do in class do score higher on assessments, but who knows if that’s a result of “causation” or “correlation.” But, nevertheless, it does provide a nice calming period for everybody.

I recently read about another study the reinforces the importance of this kind of practice and how we apply it. It points out that it’s important to have students visualize their doing the steps to get to their goal rather than achieving the goal itself.

And, speaking of goal-setting, yet another study — this one lasting seventeen years — has found that it’s important:

… both level and growth in goal setting predicted later well-being. Moreover, goal changes both during college and in young adulthood uniquely predicted adult well-being, controlling for goal levels entering college. These findings suggest that what matters for attaining adult well-being is both how you enter adulthood and how you change in response to it.