This study, conducted with 279 5th graders, examined the effects of high norms (HN) and low norms (LN) used as goals in a 2-week vocabulary learning task. Ss in the LN condition yielded significantly higher retention scores; performance and interest scores were not significantly different. These results were compared with those of a related experiment in an attempt to identify factors of goal-effectiveness. Hypotheses concerning the functions of goal remoteness, goal-ability discrepance, and goal specificity on academic performance are proposed. (Author)