The influencing role of students’ activity goal formation informed by their goal classification (i.e. highest or best) in their cognitive considerations of both activity strategies and decision outcomes for a pending task is examined in this study. Using data from a sample of 300 Graduate students preparing for an end-of-semester examination and the systemic structural activity analytical approach, it is found that actors’ cognitive classification of goals for pending activity as “highest” or “best” has no significant effect on the students’ goal formulation and the dynamic influence it has on their cognitive considerations for both activity strategy and decision outcome. Irrespective of goal classification, the students’ cognitive process of activity goal formation is found to significantly influence both their cognitive considerations of activity strategies and decision outcomes. It is concluded that the cognitive classification of goal has no direct significance on an students’ Goal formation process for a pending activity.