This study used a goal-oriented motivation framework. The goals that high school-age adolescents held for their out-of-school learning activities were investigated. Two different approaches to goals were examined: (a) goal setting-the process of specifying desired outcomes and a self-regulated learning strategy, and (b) goal content -the life aims that people have that direct their behavior. Sixty-six students were interviewed. Few of the adolescents used goal-setting techniques effectively; only eight had a plan or series of subgoals necessary for achieving their major goal. Goal content categories that were mentioned most often were affective (feel good), self-assertive (competition), and integrative (social). The two specific goals mentioned most often were belongingness and superiority. However, when students ranked their goals by importance, affective and cognitive goals were equally common. Implications for schooling are discussed.
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