Radar (2005) states that if students write down goals, they are able to examine themselves and see what they want to accomplish. To succeed in achieving goals, students must have a good understanding of what they need to accomplish. When setting goals, students need to learn about all the different types of goals, such as long-term and short-term goals. Knowing these will help students understand how to put what they are learning into perspective and whether it is a yearly goal (long-term goal) or something they want to achieve weekly or monthly (short-term goal) (Rader, 2005). According to researcher Laura Rader (2005), one of the most important things in goal setting is to break the goal down into something manageable. Clarity in goal setting can impact student success and can reduce frustration when they encounter a challenge. “Goal clarity increases persistence, making individuals less susceptible to the weakening effects of anxiety, disappointment, and frustration” (Morisano, Pihl, Shore, Hirsh, Peterson, 2012, p. 256). Zimmerman (1990a) noted that most people have seen self-regulated students in their classrooms and that these students approach educational tasks with confidence, diligence, and resourcefulness. Argan and associates (2003), and Wehmeyer and colleagues (1998) confirmed that the benefits of goal setting and monitoring itself include generalization of learning and skills. This is considered a self-directed learning strategy. Self-regulated learners need to set goals, organize, self-monitor, and self-evaluate at all times during the learning acquisition process (Corno, 1986, 1989; Ghatala, 1986; Pressley, Borkowski, & Schneider, 1987). “These processes enable them to be self-aware, competent, and decisive in their approach to learning” (Zimmerman, 1990a, p. 5). When a student becomes a self-regulated learner, they are able to recognize when they know how to do something and when they don't. When a student has a low sense of self-efficacy, it ultimately affects their homework because they may avoid it; if they tend to judge themselves, they will participate (Schunk 1990). Schunk (1990) believes that if one evaluates one's progress towards a goal and the progress is good, this increases self-efficacy, which in turn will lead them to start setting more challenging goals to achieve. “Self-efficacy influences the level of skillful performance” (Schunk, 1985, p. 307). When a student is able to achieve their goal, it further validates what they believe they can achieve (Schunk