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Journal articles on the topic 'Goal orientation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lewis, Scott E. "Goal orientations of general chemistry studentsviathe achievement goal framework." Chemistry Education Research and Practice 19, no. 1 (2018): 199–212. http://dx.doi.org/10.1039/c7rp00148g.

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The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, s

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Levontin, Liat, and Anat Bardi. "Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation." Personality and Social Psychology Bulletin 44, no. 8 (2018): 1258–69. http://dx.doi.org/10.1177/0146167218765745.

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Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on

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van Dam, Karen. "Workplace Goal Orientation." European Journal of Psychological Assessment 31, no. 1 (2015): 62–68. http://dx.doi.org/10.1027/1015-5759/a000207.

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A measure for workplace goal orientation was developed and validated across three independent samples. In Study 1 (n = 415), scales for workplace learning, performance, and avoidance goal orientation were developed. Study 2 (n = 511) examined the scales’ associations with dispositional goal orientations and employee achievements. Study 3 (n = 292) investigated the scales’ associations with several workplace characteristics, that is, autonomy, challenging work, and Leader-Member Exchange (LMX). The data were analyzed with confirmative factor analysis and structural equation modeling. Overall, t

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Atoum, Adnan, Khaled Al-Bashtawi, and Abdel Lateef Al-Momani. "Time Orientation and its Relationship with Goal Orientation." Advances in Social Sciences Research Journal 7, no. 6 (2020): 450–59. http://dx.doi.org/10.14738/assrj.76.8437.

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The objectives of the study are to investigate time orientation and goal orientation levels in light of some variables, and to identify the relationship between the two variables. The sample of the study consists of 698 male and female students studding at Yarmouk University. Zimbardo and Boyd (1999) Time Orientation Scale and Abu Ghazal et al., (2013) Goal Orientation Scale are used after assessing the validity and reliability for both scales. The results of the study showed that the past positive domain in time orientation ranked first, followed by future past negative, present hedonism, pre

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VandeWalle, Don. "Goal orientation:." Organizational Dynamics 30, no. 2 (2001): 162–71. http://dx.doi.org/10.1016/s0090-2616(01)00050-x.

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Wicker, Frank W., Douglas Hamman, Joylynn H. Reed, Erin J. McCann, and Jeannine E. Turner. "Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals." Psychological Reports 96, no. 3 (2005): 681–89. http://dx.doi.org/10.2466/pr0.96.3.681-689.

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We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with go

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Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.

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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achiev

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Theis, Leonie, and Tanja Bipp. "Workplace Goal Orientation." European Journal of Psychological Assessment 36, no. 2 (2020): 399–409. http://dx.doi.org/10.1027/1015-5759/a000522.

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Abstract. We investigated the construct and criterion-related validity of workplace goal orientation via two studies. Aiming to extend prior findings on this construct ( Van Dam, 2015 ), in Study 1 ( N = 334), we inspected the predictive role that learning, performance-approach, and performance-avoidance goal orientation at work play in terms of employees’ learning, task, and contextual performance. In Study 2 ( N = 201), we examined the mediating role of proactive behavior concerning the relationship between workplace (learning) goal orientation and performance. First, we found evidence for t

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Lee, Hsu-Hua, and Tsau-Tang Yang. "Employee Goal Orientation, Work Unit Goal Orientation and Employee Creativity." Creativity and Innovation Management 24, no. 4 (2015): 659–74. http://dx.doi.org/10.1111/caim.12118.

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Hoffman, Adar, Daniela Jopp, Stefano Cavalli, et al. "EXPLORING GOAL CONTENT AND ORIENTATION OF SWISS CENTENARIANS." Innovation in Aging 8, Supplement_1 (2024): 70. https://doi.org/10.1093/geroni/igae098.0219.

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Abstract In very old age, goal orientation is expected to shift towards maintenance-oriented goals, as adaptive mechanism (e.g., Ebner, Freund, & Baltes, 2006). For centenarians, opportunities can be especially limited due to physical and contextual constraints, calling for adjustment in goal content and orientation. This study investigated the number, content, and orientation of goals among a subsample of 135 centenarians (Mage = 101.6 years) in the SWISS100 study. Within this sample, 78 (58%) centenarians mentioned at least one goal, and 57 (42%) centenarians did not mention any. Specifi

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Xu, Lingruina, Jinshan He, Xuejiao Wei, Yunyun Zhang, and Li Zhang. "Parental Psychological Control and Adolescent Academic Achievement: The Mediating Role of Achievement Goal Orientation." Behavioral Sciences 14, no. 3 (2024): 150. http://dx.doi.org/10.3390/bs14030150.

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This study examined the multiple mediating roles of achievement goal orientation between three parental psychological control (PPC) strategies and adolescents’ academic achievement. The study sample consisted of 2613 Chinese middle school adolescents (52.6% boys) who were followed for one and a half years; they completed questionnaires on PPC (including love withdrawal, guilt induction, and authority assertion), achievement goal orientation (involving the mastery approach, the performance approach, and performance-avoidance goals), and academic achievement. We found that (1) the direct effects

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Kim, Eolim, and Tae Young Han. "The effect of goal orientation on continuous learning activity." Korean Journal of Industrial and Organizational Psychology 31, no. 1 (2018): 123–47. http://dx.doi.org/10.24230/kjiop.v31i1.123-147.

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This study focused on motivational characteristics of two goal orientations affecting continuous learning activity. Specifically the study examined effects of performance goal orientation and learning goal orientation on continuous learning activity through mediation effects of two types of feedback seeking behavior - positive and negative feedback seeking behavior. The survey data from 208 employees working in various organizations were analyzed using structure equation analysis. For a comparison, analyses of two goal orientation were conducted separately. Results showed that each goal orient

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Skordilis, Emmanouil K., Dimitra Koutsouki, Katerina Asonitou, Elizabeth Evans, Barbara Jensen, and Kenneth Wall. "Sport Orientations and Goal Perspectives of Wheelchair Athletes." Adapted Physical Activity Quarterly 18, no. 3 (2001): 304–15. http://dx.doi.org/10.1123/apaq.18.3.304.

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The purpose was to examine the sport orientations and goal perspectives of wheelchair adult athletes who differed on gender and type of sport. Participants were 34 male and 14 female marathoners and 166 male and 29 female basketball players. Instruments were the Sport Orientation Questionnaire (SOQ) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Separate 2 × 2 (Gender × Sport) multivariate analysis of variance revealed that on the SOQ, males scored higher on competitive orientation, females scored higher on goal orientation, and no gender differences occurred on win orientati

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Medcof, John W. "TEAMWORK GOAL ORIENTATION AS A NEW COMPONENT OF GOAL ORIENTATION CONCEPTUALIZATION." Academy of Management Proceedings 2006, no. 1 (2006): O1—O6. http://dx.doi.org/10.5465/ambpp.2006.22898642.

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Shin, Kim, and Hur. "Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations." International Journal of Environmental Research and Public Health 16, no. 15 (2019): 2738. http://dx.doi.org/10.3390/ijerph16152738.

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Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary act

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Mentiş Köksoy, Aylin, and Mehtap Aydıner Uygun. "Examining the achievement goal orientation levels of Turkish pre-service music teachers." International Journal of Music Education 36, no. 3 (2017): 313–33. http://dx.doi.org/10.1177/0255761417734693.

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Achievement goal orientation (AGO) might help music teacher candidates make their learning processes more effective by revealing how they are motivated towards the learning tasks. In this respect, the purpose of this study was to examine the levels of achievement goal orientation of pre-service music teachers according to eight variables. The participants of the study consisted of 1250 undergraduate students studying in the departments of music education during the academic year 2013–2014 in Turkey. The data were collected through an Information Form and the Achievement Goal Orientation Scale

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Zheng, Anqing, Daniel A. Briley, Margherita Malanchini, Jennifer L. Tackett, K. Paige Harden, and Elliot M. Tucker–Drob. "Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age." European Journal of Personality 33, no. 3 (2019): 317–36. http://dx.doi.org/10.1002/per.2202.

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Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive thi

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Duda, Joan L., and Harry L. Hom. "Interdependencies between the Perceived and Self-Reported Goal Orientations of Young Athletes and Their Parents." Pediatric Exercise Science 5, no. 3 (1993): 234–41. http://dx.doi.org/10.1123/pes.5.3.234.

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This study examined the interrelationships between young athletes’ and parents’ personal and perceived goal orientations in sport. Forty-three boys and 34 girls who were involved in a summer basketball camp completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) with respect to their own dispositional goal perspective in basketball and their perceptions of the goal orientation of the parent who was most involved with their basketball participation. The parents (55 mothers and 21 fathers) responded to the TEOSQ in tenns of their personal goal orientation and their perceptions of t

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Martínez-González, Natalia, Francisco L. Atienza, Joan L. Duda, and Isabel Balaguer. "The Role of Dispositional Orientations and Goal Motives on Athletes’ Well- and Ill-Being." International Journal of Environmental Research and Public Health 19, no. 1 (2021): 289. http://dx.doi.org/10.3390/ijerph19010289.

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Findings in different contexts suggest that task orientation and ego orientation are related to adaptive and maladaptive motivational patterns, respectively. In sport, these personal dispositions could influence other important variables such as the goals that athletes pursue (and why they pursue them) during the season and their well- and ill-being. The main purpose of this research was to examine the relationship between athletes’ dispositional goal orientations, their goal motives, and their reported well-being (subjective vitality) and ill-being (physical and emotional exhaustion). The stu

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Muzaki, Ahmad, Dyah Probowulan, and Achmad Syahfrudin. "Peran Pernyataan Orientasi Tujuan Kinerja dan Pernyataan Orientasi Tujuan Pembelajaran terhadap Kemampuan Mahasiswa." Journal of Economic, Bussines and Accounting (COSTING) 3, no. 1 (2019): 217–34. http://dx.doi.org/10.31539/costing.v3i1.817.

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Objective orientation is a mental framework as individuals give an impression and respond to situations or events that they face. Typically there are two kinds of goal orientation, namely orientation of performance goals (performance orientation) and orientation of learning goals (learning goal orientation). The phenomenon that there are still students who are extension or extension of time in doing the Final Project are all caused by the ability possessed by the individual. There are three factors that underlie the ability; self-efficacy, goals and performance. The researcher followed up the

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Frislia, Ernie, and Seger Handoyo. "THE ROLE OF SELF-CONSTRUAL AND GOAL ORIENTATION ON EMPLOYEE INNOVATIVE WORK BEHAVIOR." Jurnal Psikologi 19, no. 3 (2020): 233–45. http://dx.doi.org/10.14710/jp.19.3.233-245.

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Innovation is an effort to increase the companies' competitiveness in Indonesia in the era of the ASEAN Economic Community and confront the fourth industrial era. Innovative work behavior is an organization's methods to implement innovations and improve performance, excellence, competitiveness, and confront changes in the dynamic external environment. This study aims to examine the effect of self-construal and goal orientation on innovative work behavior by testing hypotheses using multiple regression analysis. Data collection in this study uses an innovative work behavior scale, self-construa

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Sage, Luke, and Maria Kavussanu. "Multiple Goal Orientations as Predictors of Moral Behavior in Youth Soccer." Sport Psychologist 21, no. 4 (2007): 417–37. http://dx.doi.org/10.1123/tsp.21.4.417.

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The purpose of this study was to examine task-, ego-, and social-goal orientations as predictors of prosocial and antisocial behavior in youth soccer. Participants were 365 male (n = 227) and female (n = 138) youth soccer players Mage = 13.4 years, SD = 1.8), who completed questionnaires measuring task and ego orientation; the goals of social affiliation, social recognition and social status; prosocial and antisocial behavior; and demographics. Regression analyses revealed that prosocial behavior was predicted positively by task orientation and social affiliation and negatively by social statu

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Rustam Mohd Rameli, Mohd, Azlina Mohd Kosnin, Yeo Kee Jiar, and Zakiah Mohamad Ashari. "Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective." International Journal of Engineering & Technology 7, no. 2.10 (2018): 113. http://dx.doi.org/10.14419/ijet.v7i2.10.10967.

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This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools. Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other. This suggests that students could adopt more than one goal orientation simultaneously. By means of cluster analysis, the notion of simultaneous a

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Ibtisam, S. Al-Sa'afeen, and Mohamad Shehada Prof. "The Impact of Achievement Orientation Type on Intrinsic Motivation and Quality Performance of Millennials Employees." International Journal of Management Sciences and Business Research 09, no. 05 (2020): 43–54. https://doi.org/10.5281/zenodo.4933387.

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<em>This study intended to find the impact of achievement orientation types on intrinsic motivation and quality performance of millennials employees at Electronic Health Solution (EHS), Mawdoo3.com, Amman Drug and Trading Company Ltd (ADATCO), and Zein Group (ZGT). Furthermore, the study will analyze mastery goal-focused orientation and performance goal-focused orientation as two independent forms of achievement orientation mentalities or, alternatively, as two opposite poles of a continuum ranging from a poor (performance-focused) to a good (mastery-focused) forms of achievement orientations.

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Latham, Gary, Gerard Seijts, and John Slocum. "The goal setting and goal orientation labyrinth." Organizational Dynamics 45, no. 4 (2016): 271–77. http://dx.doi.org/10.1016/j.orgdyn.2016.10.001.

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David J. Radosevich, Mark R. Allyn, and Seokhwa Yun. "Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes." Seoul Journal of Business 13, no. 1 (2007): 21–48. http://dx.doi.org/10.35152/snusjb.2007.13.1.002.

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Elg, Mattias, Beata Kollberg, Jan Lindmark, and Jesper Olsson. "Goal Orientation and Conflicts." Quality Management in Health Care 16, no. 1 (2007): 84–97. http://dx.doi.org/10.1097/00019514-200701000-00010.

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Williams, Lavon, and Diane L. Gill. "The Role of Perceived Competence in the Motivation of Physical Activity." Journal of Sport and Exercise Psychology 17, no. 4 (1995): 363–78. http://dx.doi.org/10.1123/jsep.17.4.363.

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Understanding the role of perceived competence in the motivation of sport and physical activity is an important endeavor. This study attempted to examine the role of perceived competence by (a) investigating its relationship with goal orientations as hypothesized by Nicholls’s theory of achievement motivation, and (b) testing a proposed model linking goal orientations and motivated behavior. Students (N = 174) completed questionnaires assessing goal orientations, perceived competence, intrinsic interest, and effort. Regression analyses revealed that task orientation was a good predictor of eff

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Herdian and Roseyoana Logisian Subekti. "Achievement Goal Orientation in Online Learning Is Performance Goal More Important Than Mastery Goal In Farmachy Student?" International Journal of Scientific Research and Management 10, no. 04 (2022): 1052–56. http://dx.doi.org/10.18535/ijsrm/v10i4.sh02.

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Online learning is still in effect until early 2022. Teachers, students and parents can feel the impact on the educational aspect. We examine students' learning motivation in achievement goal orientation during online learning. A total of 238 pharmacy students filled out the achievement goal orientation scale online. The results show no significant difference in the average of each orientation, including the approach and avoidance dimensions. Our findings illustrate how pharmacy students as part of a collectivist society affect student orientation in achievement goals. The results show that th

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Kibirige, Douglas, and Ajay S. Singh. "Efficiency and Goals of Smallholder Sugarcane Farmers in Eswatini (Swaziland)." Journal of Agricultural Studies 9, no. 3 (2021): 123. http://dx.doi.org/10.5296/jas.v9i3.18776.

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Establishing farmers’ goals is very essential for increased productivity and profitability in sugarcane production. This study aimed at establishing farmers’ goals and their relationship with farmers’ efficiency. The study used primary data collected from 147smallholder sugarcane farmers. This study employed factor analysis to generate goal orientations of farmers and estimated farmers’ efficiency using Data Envelopment Analysis (DEA) model. The findings of the study revealed that the majority of the farmers interviewed were females (57%), with 39% of farmers’ attained secondary education, ave

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Sujan, Harish, Barton A. Weitz, and Nirmalya Kumar. "Learning Orientation, Working Smart, and Effective Selling." Journal of Marketing 58, no. 3 (1994): 39–52. http://dx.doi.org/10.1177/002224299405800303.

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Learning and performance goal orientations, two motivational orientations that guide salespeople's behavior, are related to working smart and hard. Working smart is defined as the engagement in activities that serve to develop knowledge of sales situations and utilize this knowledge in selling behavior. It is found that a learning goal orientation motivates working both smart and hard, whereas a performance goal orientation motivates only working hard. The goal orientations also are found to be alterable through supervisory feedback. Furthermore, self-efficacy, salespeople's confidence in thei

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Williams, Lavon. "Goal Orientations and Athletes' Preferences for Competence Information Sources." Journal of Sport and Exercise Psychology 16, no. 4 (1994): 416–30. http://dx.doi.org/10.1123/jsep.16.4.416.

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This study examined the relationship between goal orientations and preferences for sources of competence information. It was hypothesized that athletes higher in ego goal orientation would have a greater preference for game outcome, significant others' evaluation, and peer comparison, whereas athletes higher in task goal orientation would have a greater preference for learning, effort, and improvement as sources of competence information. To test this hypothesis, 152 high school athletes (78 females and 74 males) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Spo

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Kanar, Adam. "Employment goal commitment moderates the impact of job search goal orientation on the job search process." Career Development International 22, no. 6 (2017): 659–82. http://dx.doi.org/10.1108/cdi-10-2016-0165.

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Purpose The purpose of this paper is to enhance the understanding of self-regulation during job search by integrating goal-orientation theory with a resource allocation framework. Design/methodology/approach The author surveyed job searching new labor market entrants at two time points and hypothesized that the effects of job seekers’ state goal orientations on indicators of self-regulation during the job search process (procrastination, anxiety, and guidance-seeking behaviors) depended on levels of employment goal commitment (EGC). Findings Results indicate that for job seekers with higher le

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Moore, E. Whitney G., and Karen Weiller-Abels. "Psychosocial Climates Differentially Predict 12- to 14-Year-Old Competitive Soccer Players’ Goal Orientations." Women in Sport and Physical Activity Journal 28, no. 2 (2020): 111–18. http://dx.doi.org/10.1123/wspaj.2019-0007.

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Youth’s likelihood of participating in sport increases when they maintain a focus on enjoyment, learning, and effort (i.e., task goal orientation) rather than how they compare to others and norms (i.e., ego goal orientation). Achievement goal theory research consistently illustrates the significant influence of leader-created motivational climates on their participants’ goal orientation adoption. However, the influence of caring climate perceptions by highly competitive adolescent athletes on their goal orientation adoption has yet to be examined. Thus, this study assessed how competitive, ado

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Dunn, John G. H., and Janice Causgrove Dunn. "Goal Orientations, Perceptions of Aggression, and Sportspersonship in Elite Male Youth Ice Hockey Players." Sport Psychologist 13, no. 2 (1999): 183–200. http://dx.doi.org/10.1123/tsp.13.2.183.

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The purpose of this study was to examine the relationship between goal orientations, perceptions of athletic aggression, and sportspersonship among elite male youth ice hockey players (M age = 13.08 years). Athletes (N = 171) completed questionnaires to assess their goal orientations, attitudes toward directing aggressive behaviors during competition, and non-aggression-related sportspersonship. In accordance with Vallerand, Deshaies, Cuerrier, Brière, and Pelletier (1996), sportspersonship was conceptualized as a five-dimensional construct. Multiple regression analyses revealed that high ego-

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Chin, Ngien-Siong, Selina Khoo, and Wah-Yun Low. "Self-Determination and Goal Orientation in Track and Field." Journal of Human Kinetics 33, no. 1 (2012): 151–61. http://dx.doi.org/10.2478/v10078-012-0054-0.

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Self-Determination and Goal Orientation in Track and FieldThis study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotiva

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Huang, Yin-Mei. "Networking behavior: from goal orientation to promotability." Personnel Review 45, no. 5 (2016): 907–27. http://dx.doi.org/10.1108/pr-03-2014-0062.

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Purpose – Networking behaviors assist individuals in doing their jobs better and advancing their careers. However, most research emphasizes the effects of job characteristics on networking behaviors, neglecting the effects of individual differences in goal orientations. Moreover, few studies investigate the prospective evaluation of promotability and the mediating effect of networking behavior on the relationship between goal orientation and promotability. Thus, the purpose of this paper is to clarify the nomological network and to expand the domain of networking behavior by identifying networ

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Elmi, Christopher M., Christopher M. Napolitano, and Alexandra M. Freund. "Shift Happens." European Psychologist 28, no. 1 (2023): 53–63. http://dx.doi.org/10.1027/1016-9040/a000496.

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Abstract. Taking a dynamic perspective on goals and their representation over the course of goal pursuit, we explore shifts in goal orientation, particularly when encountering setbacks during goal pursuit. In general, goals can be oriented toward achieving gains, maintaining a current state, and avoiding a loss (i.e., goal orientation; Freund & Ebner, 2005 ). Existing research on goal orientation has focused on age-related differences in goal orientation but assumed that goal orientation is stable over the course of goal pursuit. Taking a short-term, dynamic approach focusing on changes in

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Yang, Feifei, Jiaqi Huang, Xiao Feng, and Miles M. Yang. "Decision-making in a dynamic task: effects of goal orientation on stocks and flows performance." Chinese Management Studies 14, no. 3 (2020): 695–713. http://dx.doi.org/10.1108/cms-03-2019-0086.

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Purpose This paper aims to investigate the effects of goal orientation on understanding the dynamics of stocks and flows (SF). Design/methodology/approach The authors use the well-established department store task as the experimental task to evaluate people’s understanding of SF and implement a survey to assess different goal orientation levels. Ordinary least square is used to test the effects of goal orientations on the SF performance. Findings The findings suggest that learning goal orientation is positively associated with SF performance. However, prove and avoid performance goal orientati

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Easton, Lauren, Mary D. Fry, Candace M. Hogue, and Susumu Iwasaki. "Goal Orientations Predict Exercisers’ Effort and Enjoyment While Engaged in Exercise and Reasons for Using a Fitness Tracker." Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (2021): 1–13. http://dx.doi.org/10.2478/afepuc-2021-0001.

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Summary Fitness trackers (FTs) can help increase activity levels and decrease sedentary behavior. However, researchers have yet to examine whether individuals’ goal orientations influence physical activity behavior in response to FT use. This study examined whether goal orientations predicted participants’ effort and enjoyment while exercising and their reasons for using a FT. Participants (203 females, 57 males; Mage = 42.35 years) reported goal orientations, enjoyment and effort while exercising, and reasons for using an FT. Four stepwise linear regression analyses were calculated to assess

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Huang, Yiou. "The Effect of Achievement Goals on Academic Anxiety: Emotion Regulations Moderating Role." Lecture Notes in Education Psychology and Public Media 15, no. 1 (2023): 116–24. http://dx.doi.org/10.54254/2753-7048/15/20231043.

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This study demonstrates the impact of achievement goals on the levels of academic anxiety and to what extent emotion regulation moderates this effect. To be more specific, there are three orientations of achievement goals. Mastery goal, which focuses on task mastery, weakly affecting academic anxiety. The second orientation is performance-approach goal, which aims to receive positive judgement, and the third one is performance-avoidance goal, which emphasize avoiding negative judgement of competence; both enhance the levels of academic anxiety. For emotion regulation, there are two strategies.

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Som, Anirban, Chris Dubelaar, and Rafi M. M. I. Chowdhury. "The effects of goal orientation on goal pursuit." Journal of Business Research 104 (November 2019): 322–32. http://dx.doi.org/10.1016/j.jbusres.2019.07.017.

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Schell, Kraig L., and Jeffrey M. Conte. "Associations among polychronicity, goal orientation, and error orientation." Personality and Individual Differences 44, no. 1 (2008): 288–98. http://dx.doi.org/10.1016/j.paid.2007.08.009.

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Shi, Hong. "ELLs in Higher Education: Learning Strategy Use and Goal Orientation." World Journal of Education 12, no. 1 (2022): 45. http://dx.doi.org/10.5430/wje.v12n1p45.

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This study examined language learning strategy and goal orientation of college-level English Language Learners (ELLs) by using a questionnaire survey. It analyzed the relationship between goal orientation and demographic characteristics and further explored the correlation between learning strategy use and goal orientation. The results of the study show that non-Asian ELLs had a greater performance goal orientation tendency than Asian ELLs. ELLs who had bachelor’s degree had a higher level of mastery goal orientation, as well as performance-approach goals than those who had master’s and doctor

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Lochbaum, Marc R., and Glyn C. Roberts. "Goal Orientations and Perceptions of the Sport Experience." Journal of Sport and Exercise Psychology 15, no. 2 (1993): 160–71. http://dx.doi.org/10.1123/jsep.15.2.160.

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Nicholas (1984a, 1984b, 1989) conceptual framework was used to study the relationship between two implicit goal orientations (task and ego) and achievement behaviors. This study examined the relationship between the goal orientations and (a) beliefs concerning determinants of success, (b) competition and practice strategies, (c) practice benefits, and (d) enjoyment. Subjects were 182 male and 114 female high school athletes who competed in at least one sport during the 1989–1990 school year. Factor analyses were conducted to determine the composition of the relevant factors. Ten factors emerge

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Bayram, Kadriye, Hülya Yıldızlı, and Ahmet Saban. "Determining Preservice Teachers’ Goal Orientations for Learning through Card Sorting Activity." International Journal of Learning and Teaching 8, no. 1 (2016): 40. http://dx.doi.org/10.18844/ijlt.v8i1.522.

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This study aims to investigate what preservice teachers’ goal orientations are in the learning environment through the card-sorting activity. Moreover, this study aims to examine preservice teachers’ goal orientations in terms of certain variables such as gender, class level and department type. Participants consisted of preservice teachers attending different departments at Nevşehir Hacı Bektaş Veli University in Turkey. In this research, the card-sorting activity and a semi-structured interview form were used as data collection tools. As suggested by Friedrichsen and Dana (2003; 2005) in the

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Dekker, Sanne, Lydia Krabbendam, Nikki Lee, Annemarie Boschloo, Renate De Groot, and Jelle Jolles. "Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation." Journal of Educational and Developmental Psychology 6, no. 1 (2016): 47. http://dx.doi.org/10.5539/jedp.v6n1p47.

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<p>This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the maste

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Day, Eric Anthony, Charlene Stokes, and Erich C. Fein. "Relating Goal Orientation to the Acquisition of a Complex Skill: Does the Context Matter?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 12 (2002): 988–92. http://dx.doi.org/10.1177/154193120204601211.

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The extant literature on goal orientation is primarily focused on scholastic and athletic achievement. This study extends the literature by examining the viability of three goal orientation dimensions (learning, performance-approach, and performance-avoid) as predictors of complex skill acquisition. Ninety-eight males participated in 7 hours of training in order to learn a computer-based task that simulated the demands of a dynamic aviation environment. Participants completed paper-and-pencil measures of global and task-specific goal orientation as well as a test of general cognitive ability (

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Rodrigues, Luiza Cristina Alencar, Filipe J. Coelho, and Carlos M. P. Sousa. "Control mechanisms and goal orientations: evidence from frontline service employees." European Journal of Marketing 49, no. 3/4 (2015): 350–71. http://dx.doi.org/10.1108/ejm-01-2014-0008.

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Purpose – The purpose of this paper is to investigate the influence of organizational controls, both formal and informal, over the goal orientations of frontline employees. The goal orientations of employees, namely, in frontline settings, have been associated with a number of positive outcomes for organizations. Not surprisingly, past research has identified several personal characteristics with an influence on goal orientations. However, the contextual variables that influence employees’ goal orientations remain unspecified. Design/methodology/approach – The authors distributed approximately

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Zhang, Jian, Ming Ji, Ch Mahmood Anwar, Quanxi Li, and Guanghua Fu. "Cross-level impact of team goal orientation and individual goal orientation on individual creativity." Journal of Management & Organization 26, no. 5 (2018): 677–99. http://dx.doi.org/10.1017/jmo.2018.6.

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AbstractThis study explored how individual and team-level goal orientation influence individual creativity in a work setting. By creating a cross-level theoretical framework, we tested 562 members of 81 teams currently working in various companies in China. The study analyzed the relationships between individual goal orientation, team goal orientation, and individual creativity from cross-level perspective linked by motivated information processing theory. Applying multilevel research method and hierarchical-level modeling, we found that team learning goal orientation and individual learning g

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