Relevant bibliographies by topics / Goal (Psychology) – Research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Goal (Psychology) – Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Goal (Psychology) – Research"

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O’Leary, Brian J., and Carmelo J. Turillo. "Focusing on the Goal of Research." Industrial and Organizational Psychology 1, no. 4 (December 2008): 420–22. http://dx.doi.org/10.1111/j.1754-9434.2008.00079.x.

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Latham, Gary P. "The Credibility of Goal Priming Research in Work and Organizational Psychology." Roczniki Psychologiczne 23, no. 3 (February 16, 2021): 213–26. http://dx.doi.org/10.18290/rpsych20233-2.

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Four criteria attest to the credibility of subconscious goal effects on organizational related behavior. First, the findings support hypotheses derived from goal setting theory. Second, the empirical experiments, conducted in both laboratory and field settings, have both internal and external/ecological validity. The dependent variables include brainstorming, negotiations, task/job performance, and satisfaction with customer service. Third, the results of these experiments have been shown to be robust with regard to exact and conceptual replications. Fourth, a meta-analysis has shown the practical as well as the theoretical significance of these findings. A goal primed in the subconscious and a consciously set goal have additive effects on job performance and negotiations.
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Punnett, Betty J. "Goal setting: An extension of the research." Journal of Applied Psychology 71, no. 1 (1986): 171–72. http://dx.doi.org/10.1037/0021-9010.71.1.171.

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Latham, Gary P., and Edwin A. Locke. "New Developments in and Directions for Goal-Setting Research." European Psychologist 12, no. 4 (January 2007): 290–300. http://dx.doi.org/10.1027/1016-9040.12.4.290.

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Abstract. Goal setting is an “open” theory built on inductive findings from empirical research. The present paper briefly summarizes this theory. Emphasis is then given to findings that have been obtained in the present millennium with regard to (1) the high performance cycle, (2) the role of goals as mediators of personality effects on performance, (3) personality variables as moderators of goal effects on performance, the effect of (4) distal, (5) proximal, and (6) learning goals on performance on tasks that are complex for people, (7) the ways in which priming affects the impact of a goal, (8) the interrelationship between goal setting and affect, and (9) the results of goal setting by teams. Potential directions for research on goal setting in the workplace are suggested with regard to goal abandonment, perfectionism, an employee's age, subconscious goals, and the relationship between goals and knowledge.
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Hanges, Paul J., Charles A. Scherbaum, Harold W. Goldstein, Rachel Ryan, and Kenneth P. Yusko. "I–O Psychology and Intelligence: A Starting Point Established." Industrial and Organizational Psychology 5, no. 2 (June 2012): 189–95. http://dx.doi.org/10.1111/j.1754-9434.2012.01430.x.

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The goal of our focal article was to initiate a conversation on how I–O psychology can reengage in research on intelligence. We are encouraged by the ways in which the commentators have furthered this conversation. We discuss 4 overarching themes in the set of commentaries: the extent that I–O psychology is contributing to the intelligence field, outsiders' impressions of I–O psychology's contributions to intelligence research, ways I–O psychology can contribute to intelligence research, and ideas about what prevents us from doing this research. We hope this collection of articles serves to truly ignite research by our field on this critical construct.
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Hollenbeck, John R., and Howard J. Klein. "Goal commitment and the goal-setting process: Problems, prospects, and proposals for future research." Journal of Applied Psychology 72, no. 2 (1987): 212–20. http://dx.doi.org/10.1037/0021-9010.72.2.212.

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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 (April 11, 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 its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.
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Noordzij, Gera, Lisenne Giel, and Heleen van Mierlo. "A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing." Social Psychology of Education 24, no. 1 (January 30, 2021): 195–245. http://dx.doi.org/10.1007/s11218-021-09606-1.

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AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
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Fitzsimons, Gráinne M., and Eli J. Finkel. "Transactive-Goal-Dynamics Theory: A Discipline-Wide Perspective." Current Directions in Psychological Science 27, no. 5 (August 10, 2018): 332–38. http://dx.doi.org/10.1177/0963721417754199.

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Theories of goal pursuit typically conceptualize goal pursuers as isolated actors; in contrast, empirical research from diverse areas of psychology has demonstrated that goal setting, pursuit, and achievement are deeply embedded within social relationships. Because much of this emerging literature is developing within subfields with minimal cross talk, the potential for integration and advances to basic theory has not been realized. The present article leverages transactive-goal-dynamics theory in an effort to bring these literatures together. In doing so, it distills a common set of primary research questions toward the goal of promoting a cumulative, integrative, interdisciplinary field of research on the ways in which goal pursuit is socially embedded.
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Brawley, Lawrence R., and Kathleen A. Martin. "The Interface between Social and Sport Psychology." Sport Psychologist 9, no. 4 (December 1995): 469–97. http://dx.doi.org/10.1123/tsp.9.4.469.

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Over the past three decades, an interface has developed between sport and social psychology, characterized primarily by commonly utilized concepts and theories. The list of social psychological benefits to sport psychology is lengthy and includes theory, hypotheses, research paradigms, general independent and dependent variables, methods, and measures. In this paper, the following areas of sport research are used to illustrate the interface between sport and social psychology: (a) social facilitation and cohesion as two social influence phenomena, (b) anxiety and goal orientations as personality moderators of social behavior, and (c) self-efficacy beliefs and attitudes as social cognitions relevant to motivated behavior. Each of these areas are discussed in terms of social psychology’s impact on its development as a line of research in sport and in terms of the recent contributions each has made in return to social psychology. The general nature of the interface of social and sport psychology is also discussed.
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Dissertations / Theses on the topic "Goal (Psychology) – Research"

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Ipser, Jonathan. "Hypertext navigation, goal (dis)orientation, and the role of mental models : an empirical investigation." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7933.

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Bibliography: leaves 134-148.
An exploratory investigation into the capabilities of hypertext as an educational medium was conducted. To this purpose, a model was advanced in an attempt to provide a theoretical foundation for the explication of hypertext navigation and disorientation in terms of relevant user characteristics. 75 2nd year psychology students from the University of Cape Town participated in a study in order to investigate the claim that the motivational theory of goal orientation has the greatest utility in accounting for the exploitation of links within a hypertext, a necessary precondition for the development of mental models which incorporate both the conceptual and structural elements required for effective learning from, and the reduction of disorientation within, this medium. The results obtained, although compromised, provide some support for this argument. The paper concludes with a discussion of the methodological limitations of the study, as well as possible directions for future research.
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Drennan, Sophie Louise. "Individual lability, perceived stress, participant/researcher interaction, goal-intention and PK-RNG effects." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/8833/.

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The research within this thesis has been concerned with the concept of individual lability and how this may impact the occurrence of psychokinetic (PK) effects. Although frequently used as a descriptor within the fields of psychology, parapsychology has attempted to explore individual lability as a construct in its own right. Defined as an 'ease of change', within parapsychological research individual lability has been afforded the ability to either act as a contributing or mediating factor in the production of PK effects. To that effect, a major concern for this thesis was to operationalize the construct of individual lability via the development of a psychometric measure - an initial Lability Scale and then a further Revised Lability Scale. In order to make sense of the theoretical assumptions about individual lability this thesis explores the background of the production of PK effects in both real-world and experimental environments. It identifies shared individual elements in the reports of PK effects relating to heightened arousal, neurological activity, personality traits, emotional states and creativity that may help to identify multiple dimensions of individual lability. Drawing on the perspectives of lability models which emphasize an interaction between differing lability levels of random systems as a predictor of PK effects, it is suggested that successful outcomes are more likely between high levels of one system and low levels of another system. For the purposes of the three empirical studies a Random Number Generator (RNG) with different levels of Table, Pseudo and Live were employed to explore this interaction. An initial online survey consisting of measures of creative, neurological, state and Openness to Experience enabled the creation of the 71-item, 5 factor Lability Scale (LS) using factor analysis. Factors were defined as: Intuitive Cognition, Conceptual Cognition, Ego-Orientated Cognition, Emotional Interpretation and Analytical Cognition. The LS had good internal reliability and did not correlate with additional measures of anomalous experience and PK experiences, thus demonstrating face-value validity. The LS was subsequently employed in a series of three PK-RNG experiments exploring the lability interaction which incorporated a standardised design of a computerised I Ching task measured using the Q-sort method and separate group samples (N = 50). Study One included the impact of perceived stress, Study Two included the impact of the participant/research interaction, Study Three included the impact of goal-orientated striving. The primary hypothesis that levels of individual lability (Low, Medium, High) would significantly interact with Q-sort ratings of RNG system lability was not supported for all three experiments. In addition, the impact of the additional variables was non-significant. However, significant correlations were found between all of the LS factors apart from Analytical Cognition. It was also observed that there was a significant difference between lability levels between genders, with males on average having lower lability levels. In addition, a final analysis combining the individual and RNG lability data from all three studies was conducted, although there was also no significant interaction effect found between levels of individual and RNG lability. However, following the consistent lack of response from the Analytical Cognition factor it was deemed necessary to psychometrically refine the Lability Scale further. Therefore, a second factor analysis was conducted on the combined experimental data (N = 147) and the 32-item, 3 factor Revised Lability Scale was developed. Three identified factors were defined as: Creative Expression, Emotional Interpretation and Spiritual Interpretation. It was noted that the factor structure was somewhat reversed to that of the initial LS but the majority of items remained consistent. However, analysis showed that there was no interaction found between levels of individual lability and RNG lability. There were significant relationships between Creative Expression and Table RNG and Pseudo RNG lability levels. In addition, consistent difference between the genders in relation to the three factors were found with large effect sizes, with males having significantly lower levels overall. The final Discussion questioned the lack of significant findings for the lability PK-RNG interaction in relation to the complexity of the methodology and the multiple variables introduced in the empirical studies.
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Fleming, Tracey Laura. "A goal-setting intervention with motocross racers : a case study investigating the effects of an intervention on perceived motivation, confidence, and self-efficacy." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012996.

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This study aimed to investigate the effects that a specifically tailored goal-setting program would have on two motocross racers in terms of their self-efficacy and motivation, as well as the process of designing this intervention. This case-study approach involved a mixed methods approach, consisting of pre-intervention and post-intervention assessments, interviews, and performance profiles. The tools used include Vealey’s (1986) Competitive Orientation Inventory (COI), Gill and Deeter’s (1988) Sport Orientation Questionnaire (SOQ), performance profiles, and semi-structured interviews. The goal-setting intervention lasted a total of five weeks. The results from the preintervention and post-intervention assessments were compared to determine whether any changes in motivation or self-efficacy occurred during the intervention. For the first participant, significant changes in both motivation and self-efficacy were present in addition to significant changes in competitive orientation. For the second participant, there were no significant changes in either motivation or self-efficacy. However, for the second participant there was also no change in competitive orientation. Findings suggest that the focus and competitive orientation of an athlete have a significant influence on the types of goals set, and consequently on positive changes in motivation, confidence, and self-efficacy. The influence of the competitive orientation in athletes also highlighted the importance of attaining a balance between performance and outcome goal-related activities. It was also discovered through qualitative assessment that this program is suitable for particular groups of athletes such as those who are injured, display an external locus of causality or are otherwise not performing at their prime.
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Tadlock, Joseph. "THE INFLUENCE OF WRITING ACHIEVEMENT GOALS AND WRITING SELF-REGULATION ON COLLEGE STUDENTS’ WRITING GRADES." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4579.

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This study examined relationships between college students’ writing achievement goal orientations, writing self-regulation, and writing grades. The study was conducted in a postsecondary setting at a large public university in the mid-Atlantic region of the United States. Using multivariate quantitative techniques (confirmatory factor analysis and structural equation modeling), survey and writing sample data were gathered to address the following research questions: Do college students’ writing achievement goals relate to their writing grades; do college students’ writing achievement goals relate to their writing self-regulation; and, does writing self-regulation partially mediate the relationship between writing achievement goals and writing grades in college writing classrooms? A convenience sample of 107 participants completed both the survey and writing prompt portions of the study. Findings showed that all three writing achievement goal orientations tested (mastery, performance-approach, and performance-avoidance) were related to college students’ writing self-regulation. However, only writing performance-approach orientation was related to college students’ writing grades. Additionally, writing self-regualtion did not partially mediate the relationship between all three writing achievement goal orientations and writing grades as expected. Writing self-regulation did fully mediate the relationships between writing mastery and performance-avoidance goal orientations and writing grades, but failed to mediate the relationship between writing performance-approach goal orientation and writing grades. These findings contradict some of the prior literature on achievement goal orientations and self-regulation. However, these results help bridge a gap in the achievement goal orientation and self-regulation research, as prior studies have predominantly focused on PK-12 settings and domains other than writing (reading, mathematics, science, etc.). The findings from this study are limited by the size and nature of the sample, and the survey items used. Future studies should attempt to gather further insight into the goals college students set for their writing, how those goals impact their self-regulation behaviors, and ultimately their writing grades.
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Schuyten, Pierce Sara Elizabeth. "The relationship between epistemological beliefs and academic achievement goals in middle school children." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2738.

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Fost, James Darryl. "Report of an educational psychology internship at the Referral, Education, Assessment, and Development for You Centre, including a research report on factors contributing toward goal completion for adult basic education students : a motivational profile of Referral, Education, Assessment, and Development for You Centre students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ42380.pdf.

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Hulander, Markus, and Ida Carlander. "ELITFOTBOLLSSPELARES ANVÄNDNING AV INDIVIDUELLA MÅLSÄTTNINGAR RELATERAT TILL MOTIVATION OCH UPPLEVD KOMPETENS." Thesis, Halmstad University, Halmstad University, Center for Sport and Health Science (CIHF), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3938.

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Syftet med denna undersökning har varit att studera huruvida individuella målsättningaranvänds inom elitfotboll. Dessutom undersöktes vilka målsättningsstrategier som föredrassamt vilka av dem som uppfattas som mest effektiva. Vidare studerades hur användningen avolika målsättningsstrategier är relaterat till elitfotbollspelares upplevda kompetens ochmotivation. . Även skillnader mellan ordinarie och icke ordinarie spelare samt juniorer ochseniorer studerades. Slutligen undersöktes även interaktionen mellan målsättningsarbetet,motivation och upplevd kompetens. Totalt deltod 101 fotbollsspelare i studien. Metoden somanvändes var kvantitiv och bestod av enkäterna GSSQ, TEOSQ samt Harterskompetensfrågeformulär (1980). Resultaten visade att resultatmål var som den mestföredragna målsättningen. Vidare var inre motivationsinriktning vanligare än yttre. Resultatenvisade även att målsättningars upplevda effektivite samt spelarnas motivation var lägst hosicke ordinarie juniorer. Interaktionseffekterna visade även att icke ordinarie juniorer uppleverlägre nivå av upplevd kompetens. Resultaten diskuteras i förhållande till uppsatsens teoretiskaramverk.

Nyckelord: Elitfotbollsspelare, motivation, målsättning, upplevd kompetens


The purpose of this study was to examine if individual goal setting are being used byprofessional soccer players, what kind of goal setting is preferred and which of those areperceived as most effective. How the use of goal settings are related to professional soccerplayers and elite junior players perceived competence and motivation is also being examined.Also difference between regular, non-regular, juniors and senior players was studied. Finally,the interaction between the use of goal settings, motivation and perceived competence wereexamined. 101 soccer players participated in the study. A quantitative method with thequestionnaires GSSQ, TEOSQ and Harter’s competence questionnaire was used. The resultsshowed that performance goals were the most preferred and that task orientation was morecommon than ego. Perceived effectiveness of goal setting and the player’s motivation waslowest among non-regular juniors. Interaction results also showed that non-regular juniorsshowed low perceived competence. The results are discussed in relation to the essay’stheoretical framework.

Keywords: Goal settings, motivation, perceived competence, professional/elite soccer players.

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Miller, Joshua Kent. "Hope, Goals, and Homosexuality| An Examination of Current American Public Opinion on Homosexuality." Thesis, University of Arkansas at Little Rock, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10187288.

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Over the past five years, American public opinion on homosexuality has rapidly shifted in a more positive direction. Its subjugation exemplifies how an intimate and singular topic can be used to ignite and potentially misguide the American people, resulting in violent demonstration and even death. Although public opinion has shifted towards a greater acceptance of homosexuality, viewpoints are still very polarized. In addition to the available literature, elements from the complete data set of the General Social Survey (1972–2014) were analyzed to better understand this polarization that persists. Subject-specific variables concerning homosexuality were extrapolated and simple Ordinary Least Squares regression models were tested using STATA version SE 12.1. The evidence gathered supports this thesis’ assertion that Snyder’s theory of hope, when applied to the topic of homosexuality, provides a uniquely useful and alternative lens through which to explain the polarization of current public opinion about homosexuality in America.

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Rolf, Matthias [Verfasser]. "Goal babbling for an efficient bootstrapping of inverse models in high dimensions / Matthias Rolf. Technische Fakultät. Research Institute for Cognition and Robotics." Bielefeld : Universitätsbibliothek Bielefeld, Hochschulschriften, 2013. http://d-nb.info/1030606293/34.

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Culley, Campbell A. "SMS text messaging as a means of increasing recall of therapy goals in brain injury rehabilitation and clinical research portfolio." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/396/.

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A single-blind within-subjects trial was used to test the efficacy of sending SMS text messages to patients with a traumatic brain injury as a means of improving their recall of rehabilitation goals. Eleven participants were recruited from two community based rehabilitation centres and were sent text messages relating to three randomly selected goals from a selection of six current goals three times per day for fourteen days. Participants’ recall of their rehabilitation goals was assessed at baseline, seven days, and fourteen days via free recall and cued recall procedures. Results showed that goals in the ‘text condition’ were recalled better than goals in the ‘no text’ condition. Practical applications and extensions are discussed.
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Books on the topic "Goal (Psychology) – Research"

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Nessa, Coyle, ed. The nature of suffering and the goals of nursing. Oxford: Oxford University Press, 2008.

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Advances In Flow Research. Springer, 2012.

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The Goal of B.F. Skinner and Behaviour Analysis (Recent Research in Psychology). Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1990.

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Goal Pursuit in Education Using Focused Action Research. Palgrave Pivot, 2015.

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Martin, Jeffrey J. Achievement Goal Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0018.

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Similar to achievement motivation theory (AMT), achievement goal theory (AGT) has a long history in sport psychology research. This chapter discusses the origins of AGT, followed by a review of AGT research in disability sport. AGT is based in how athletes define success, and most of the work in this area has been done with the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Lots of disability sport research has involved researchers asking athletes to complete the TEOSQ and then differences in groups (e.g., disabled athletes versus able-bodied athletes) have been examined. In contrast to AMT research, climate scales paralleling the orientation scales have been developed, allowing researchers to investigate if task climates promote well-being. Most of the findings regarding both task and ego orientations and climates support what is known in able-bodied sport: both task orientations and climates are adaptive and positively linked to other positive psychological constructs and negatively linked to negative constructs. Researchers in disability sport should consider research on avoidant goals and states of goal involvement that result from both orientations and climates.
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Martin, Jeffrey J. Achievement Motivation Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0017.

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There is a long history of research in sport psychology examining achievement motivation theory (AMT). This chapter traces the development of achievement motivation research in sport and then reviews AMT research in disability sport. Most of the research in sport and disability examines competitive orientation, which is the sport-specific version of achievement motivation. In particular, research based on Gill and colleagues’ work has used the Sport Orientation Questionnaire (SOQ), which enables researchers to assess competitiveness, goal orientation, and win orientation. Much of the research in disability sport has had modest goals of examining the three dimensions of the SOQ to determine if they differ in regard to able-bodied versus disability groups, acquired versus congenital disabilities, more versus less experienced athletes, and gender differences. Often researchers have found no or minimal differences and no practical ramifications. Researchers are urged to examine contemporary research questions that have grown out of work in this area, such as avoidant goals and the achievement motivation climate.
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Rand, Kevin L. Hope, Self-Efficacy, and Optimism. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.4.

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This chapter reviews the conceptual similarities and differences among Snyder’s (1994) hope, Carver and Scheier’s optimism, and Bandura’s self-efficacy. Unlike optimism, hope is focused on beliefs about the self. Unlike self-efficacy, hope is a generalized belief and involves the determination to achieve one’s goals. This chapter also reviews the existing empirical literature, which shows that hope, optimism, and self-efficacy are structurally distinct and differentially related to important life outcomes, including psychological adjustment, coping, and goal-directed performance. The chapter concludes with a discussion of further research needed to clarify the causal relationships among hope, optimism, and self-efficacy and to differentiate hope from other positive psychology constructs.
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Shabani-Jadidi, Pouneh. Psycholinguistics. Edited by Anousha Sedighi and Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.17.

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Psycholinguistics encompasses the psychology of language as well as linguistic psychology. Although they might sound similar, they are actually distinct. The first is a branch of linguistics, while the latter is a subdivision of psychology. In the psychology of language, the means are the research tools adopted from psychology and the end is the study of language. However, in linguistic psychology, the means are the data derived from linguistic studies and the end is psychology. This chapter focuses on the first of these two components; that is, the psychology of language. The goal of this chapter is to give a state-of-the-art perspective on the small but growing body of research using psycholinguistic tools to study Persian with a focus on two areas: presenting longstanding debates about the mental lexicon, language impairments and language processing; and introducing a source of data for the linguistic analysis of Persian.
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Trout, J. D. Understanding and Fluency. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190469863.003.0012.

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Philosophy and psychology appeal to a sense of understanding, typically a feeling invoked to explain people’s choices. ‘Understanding’ seems loosely associated with properties like transparency (things we understand we can also introspect), or voluntary (cognitive) control (things we understand we can turn over in our mind). Research on attention and memory shows that many candidate cases of understanding lack properties like transparency and voluntary control. In fact, ‘understanding’ may denote an unprincipled stew of states, processes, capacities, and goals that are only occasionally present when philosophers, and ordinary folks, apply the term or concept. A unified account of understanding might be valuable, but understanding isn’t a natural kind or defined by a set of necessary and sufficient conditions. Any unity we find in understanding comes not from the involvement of common mechanisms across diverse cases, but rather of messy cognitive activities in the common goal of pursuing the truth.
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Dollar, Jessica M., and Susan D. Calkins. Developmental Psychology. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.2.

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This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.
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Book chapters on the topic "Goal (Psychology) – Research"

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Tubbs, Mark E. "Goal Setting Research in Industrial/Organizational Psychology." In Multiple Perspectives on the Effects of Evaluation on Performance, 25–46. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-0801-4_2.

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Stroebe, Wolfgang. "From social psychology to eating research." In The Goal Conflict Model of Eating Behavior, 3–17. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: World library of psychologists: Routledge, 2017. http://dx.doi.org/10.4324/9781315141817-1.

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Stajković, Alexander D., and Kayla Sergent. "Organizational Behavior Research on Priming Goals Guided by the Goal Contagion Model." In Cognitive Automation and Organizational Psychology, 121–34. New York, NY : Routledge, 2019. | Series: Routledge studies in leadership research: Routledge, 2019. http://dx.doi.org/10.4324/9780429295881-9.

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Weinberg, Robert S. "Goal setting in sport and exercise: Research to practice." In Exploring sport and exercise psychology., 3–24. Washington: American Psychological Association, 1996. http://dx.doi.org/10.1037/10186-001.

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Salerno, Anthony. "Contemporary Methods in Consumer Goal Pursuit and Emotion Research." In Handbook of Research Methods in Consumer Psychology, 208–40. Second edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351137713-12.

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Stajković, Alexander D., and Kayla Sergent. "Organizational Behavior Research on Priming Self-Efficacy as a Means to a Goal." In Cognitive Automation and Organizational Psychology, 135–55. New York, NY : Routledge, 2019. | Series: Routledge studies in leadership research: Routledge, 2019. http://dx.doi.org/10.4324/9780429295881-10.

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Scioli, Anthony. "The Psychology of Hope: A Diagnostic and Prescriptive Account." In Historical and Multidisciplinary Perspectives on Hope, 137–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46489-9_8.

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Abstract In this chapter, I review psychology’s contributions to the study of hope. To close potential gaps in this interdisciplinary volume, I include work in psychiatry and nursing. The nearly 400-year history of psychological reflections on hope reveals extended stretches of neglect, alternating with brief flashes of interest. Shifting scientific paradigms are partly to blame. However, I suggest that the greatest challenge for investigators seeking scientific consensus on the topic may be cultural and sociopolitical. I begin with a review of the most significant writings and research on hope, dating back to the seventeenth century. I examine goal-related approaches in greater depth, due to their strong influence on the field of psychology. The latter half of this chapter is more critical and prescriptive. For a deeper commentary, I rely on Markus’s (Meas Interdisciplinary Res Perspect 6:54–77, 2008) distinction between constructs and concepts as well as Danziger’s (Naming the mind: How psychology found its language. Sage Publications, 1997) observation on how psychology found its lexicon. This middle, diagnostic section includes a review of philosophy of science criteria for evaluating theories. I transition to general prescriptions for achieving a better understanding of hope, organized around Bacon’s “four idols” of the mind, and add specific suggestions for future research. I conclude with a summary of recent work within our hope lab.
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van den Wittenboer, Godfried. "Conflicting Strategies in Dual Control Problems with Different Goals." In Recent Research in Psychology, 357–75. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4613-9728-1_20.

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Stajković, Alexander D., and Kayla Sergent. "Organizational Behavior Research on Priming Goals Guided by History of Reinforcement." In Cognitive Automation and Organizational Psychology, 156–68. New York, NY : Routledge, 2019. | Series: Routledge studies in leadership research: Routledge, 2019. http://dx.doi.org/10.4324/9780429295881-11.

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Stajković, Alexander D., and Kayla Sergent. "Organizational Behavior Research on Priming Goals Guided by the Auto-Motive Model." In Cognitive Automation and Organizational Psychology, 81–120. New York, NY : Routledge, 2019. | Series: Routledge studies in leadership research: Routledge, 2019. http://dx.doi.org/10.4324/9780429295881-8.

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Conference papers on the topic "Goal (Psychology) – Research"

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Hornung, Severin, Matthias Weigl, Britta Herbig, and Jürgen Glaser. "WORK AND HEALTH IN TRANSITION: TRENDS OF SUBJECTIFICATION IN APPLIED PSYCHOLOGY." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact056.

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"Reported is the synthesis of a series of seven studies on work and health, conducted collaboratively by researchers in applied psychology and occupational medicine. This qualitative meta-study develops a framework, in which reviewed studies are structured, aggregated, integrated, and interpreted in a theory-guided iterative process of themed analysis. Building on empirical results, the subsequent interpretive integration seeks to demonstrate, how overarching, pervasive, and in psychological research typically underemphasized tendencies of “subjectification” manifest in exemplary work contexts, research topics, and results. Subjectification of work is operationalized in dimensions of work intensification (performance focus), work internalization (goal adoption), and work individualization (job personalization). A meta-dimension is work insecurity (personal risk), cultivated in contemporary management ideologies of employee self-reliance. Following thematic description, content-analytical structuring criteria include: a) focus on work task (activity) versus working conditions (context); b) primary (close, direct, explicit) versus secondary (inferred, indirect, subtle) references to and/or indication for identified tendencies of subjectification; and c) theoretically assumed and empirically examined relationships with negative (psychopathological) and positive (psychosalutogenic) short, medium, and longer-term attitudinal and health-related work effects, as well as the personality-shaping impact of long-term occupational socialization. Psychological aspects of work tasks are core to 4 studies, 3 focus on working conditions and organizational practices. References to intensification were dominant in 4 studies, whereas 5 include internalization processes, and 3 predominantly focus on individualization of work. All studies share secondary or indirect references to other subjectifying tendencies. Examined work effects were aggregated into a matrix of short, medium and long-term positive and negative manifestations of health and wellbeing. Results suggest tensions and pressures arising from the motivational individualization of work tasks and conditions, resulting internalization of organizational interests and goals (e.g., performance, efficiency, costs), coupled with system-inherent tendencies of work intensification. These dysfunctional dynamics constitute risks factors for psychologically detrimental or harmful forms of self-management, self-control, and self-endangering work behavior, as manifestations of “internalized” incompatibilities between work and health in the neoliberal workplace, aggravated by existential threats associated with political-economic crisis. Outlined are implications of subjectification for a critical reevaluation and reorientation of basic theoretical assumptions of research and practice in applied psychology and occupational health."
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Choo, Pui Kun, Zhi Ning Lou, Bradley A. Camburn, Kristin L. Wood, Ben Koo, and Francois Grey. "Ideation Methods: A First Study on Measured Outcomes With Personality Type." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34954.

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The research reported here considers an experiment and subsequent data coding and analysis to extract correlations between personality type and ideation outcome from several methods. This article presents the background theory, research methodology, and empirical results associated with the experiment. The experiment is based on observations of designers developing a real product, and associated assessment tools, where the goal is to correlate the quality, quantity, and variety of design outcomes with respect to personality type. This approach lays the foundation for a tailored ideation method or a suite of ideation methods that takes advantage of the preferences and strengths of individuals. We find that there are significant correlations between type and ideation metrics and that these correlations are supported by related theory from psychology and business management.
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Guseynov, Aleksandr, and Viktoriya Shipovskaya. "Development of scientific images about radicalization of protest activity of personality." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-02.

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The analysis of theories and models of radicalization existing in psychology and sociology is given. The complexity and transitivity of the world, the emerging methodological trends in psychology, the change of postmodern discourse to metamodernism require new psychological approaches to a research of this phenomenon, which can take into account the role of cultural factors and anthropological turn, as well as space and time as ontological constants of reality. Theoretical: theoretical and methodological analysis of scientific literature, comparison, generalization, interpretation. The paper summarizes a number of empirical studies of the authors related to the problems of extremism. The goal is to consider the evolution of ideas about the radicalization of protest activity and substantiate the high relevance of the subject-being approach to explain the problem of extremism. The authors distinguish six main theories and models that reveal the nature of radicalization: the theory of anomy (R. Merton), the theory of "relative deprivation" (T. Garr), the concept of an authoritarian personality (A. Adorno), a model of social identity in collective activity (M. Van Zomeren ), the model of radicalization (R. Borum), the model of radicalization (F. Mohaddam). The authors note the demand for a metamodern methodological strategy, which makes it possible to record personal transformations and construct new images of a person. The authors come to the conclusion that the substantive differences in approaches lie in the influence quantity of external determinants causing the emergence of radical attitudes. In the development of the theme of extremism, the main ones are the principle of the unity of the personality and its being, the methodological principle of subjectivity and the principle of uncertainty, which reveal additional nuances of the phenomenon that increases cognitive capabilities. The conditions of the subject-being approach are considered and the concept of protest activity is presented, based on the notions of "existential personal identity", "subjective activity", "subjectivity", revealing the reasons for negative transformation of personality, considering extremism as a violation of the developing configuration of identity. The subject-being approach to the personality is recognized as the most efficient theoretical and methodological basis for researching this problem, since it allows us to overcome the deficiency of the content given by the deterministic interpretation of radicalization.
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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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BOUMAZOUZA, Nassima. "CONCEPTUAL DEVELOPMENT OF SPECIAL NEEDS THROUGH THE SYMBOLISM OF ABUSE AND BULLYING TARGETING." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-6.

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The World Health Organization (WHO) states on its website, the one dedicated to the regional office of the Middle East, that there are more than 1000 million disabled people across the globe, which represents approximately 15% of the entire world population i.e. nearly 1 in every 7 people is disabled. It also indicates that the number of the people who suffer from a handicap is on a continuous rise, mainly because of the aging population as well as the exacerbation of chronic illnesses. Moreover, the same organization informs that although this matter is of an extreme seriousness, there is in fact a severe lack of awareness and an unavailability of the necessary scientific information related to this topic. As a matter of fact, there is only a small number of documents that display collections of studies about the policies and responses that the countries have put in place in order to meet the needs of people with disabilities. The data related to disabilities and disabled people points out to an evident lack of concern, on a global scale, when it comes to this particular group that happens to include millions of people all throughout the world. However, and despite the efforts and resources dedicated to accommodate and rehabilitate handicapped people, we still, unfortunately, have a long way to go before we can reach this desired goal. So, does it mean that all these efforts were in vain? In this communication, we will attempt to answer this question through a presentation of the historical evolution of opinions about the meaning of disability and special needs in light of the recent scientific advancements and its impact on the social perception, by shedding the light on the symbolism of the phenomenon of abuse and bullying targeting individuals with special needs. This historical examination shows a clear quantum leap when it comes to the treatment and attitude towards people with special needs, a leap that coincides with the advancement that the scientific research and the pathological classification in the psychology have witnessed in the beginning of the twentieth century. Following these classifications, a number of legal renewals took place, which provided disabled people with several rights that guarantee their protection. Therefore, we can determine that there is indeed a tangible change, albeit the fact that there is definitely and undoubtedly more room for improvement in this regard. Consequently, the denunciations we witness today regarding the abuse and mistreatment of people with disabilities is in fact a product of the collective awareness and the public acknowledgment of the radical shift regarding the conceptual and practical notion of disability. Which in turn, predicts a better and a more prosperous future for a group of people who are in dire need of change.
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Erin, Irem, Alessandro Araldi, Giovanni Fusco, and Ebru Cubukcu. "Quantitative Methods of Urban Morphology in Urban Design and Environmental Psychology." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5732.

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Irem Erin¹, Alessandro Araldi², Giovanni Fusco2, Ebru Cubukcu1, ¹City and Regional Planning Department. Dokuz Eylul University. Dokuz Eylül Üniversitesi-Mimarlık Fakültesi Tınaztepe Kampüsü, Doğuş Caddesi No:209, 35160 Buca- IZMIR, Turkey ²Université Côte d’Azur, CNRS, UMR ESPACE. 98 Bd Edouard Herriot, BP 3209 06204 NICE cedex 3, France E-mail: irem.erin@deu.edu.tr, alessandro.araldi@unice.fr, giovanni.fusco@unice.fr, ebru.cubukcu@deu.edu.trTelephone number: +905363341475 Keywords (3-5): Morphological analysis, quantitative methods, urban design, environmental psychology Urban morphology investigates “how cities are built and why, how cities should be built, what should be built and what has actually been built?” (Moudon 1997). Together with the qualitative analysis, the founding fathers of urban morphology also proposed quantitative measures of urban fabrics. Allain's methodological work (2004) presents an overview of these quantitative analyses of topological, dimensional and geometrical relations among form elements in urban fabrics. However, urban morphologists have traditionally resisted computer-based geoprocessing of urban form and their calculations were mainly carried out manually. Thanks to technological developments, the number of quantitative studies in urban morphology has increased and fully integrated geoprocessing. More sophisticated computer-aided analyses have increased the potential applications in urban design and in environmental psychology research. Space Syntax (Hillier 1998) and Multiple Centrality Assessment (Porta et al. 2006) are configurational, multi-scale approaches to the analysis of the urban street network, but miss the interplay between streets, building and parcels composing urban fabric. Space Matrix (Berghauser Pont and Haupt 2010) and, more recently, Multiple Fabric Assessment (Araldi and Fusco 2017) are geoprocessing quantitative approaches to the analysis of urban fabric morphology. This study has two aims; (1) classify quantitative urban morphology methods and (2) discuss how these methods could be applied in urban design and environmental psychology. First, the evolution of these methods along with the theories in urban morphology from qualitative to quantitative approaches will be discussed. Methods will be classified by combining their goals, as well as the morphological objects and the scales on which the analyses will focus. Finally, we will discuss how these methods could be combined and used in two different research perspectives: urban design and environmental psychology. References Allain, R (2004) Morphologie urbaine: géographie, aménagement et architecture de la ville, Paris, Armand Collin Araldi A., Fusco G. (2017) Decomposing and Recomposing Urban Fabric: the City from the Pedestrian Point of View, ICCSA 2017 Proceedings (in press) Berghauser Pont, M., Haupt, P. (2010). SPACEMATRIX, Space, Density and Urban Form. Rotterdam, NAi Publishers. Hillier, B. (1998) Space is the machine: A configurational Theory of Architecture, Cambridge University Press. Moudon, A. V. (1997). Urban morphology as an emerging. Urban morphology,1, 3-10. Porta S., Crucitti P., and Latora V. (2006) The network analysis of urban streets: a primal approach. Environment and Planning B: Planning and Design 33(5):705-725.
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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.
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Reports on the topic "Goal (Psychology) – Research"

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Bilovska, Natalia. HYPERTEXT: SYNTHESIS OF DISCRETE AND CONTINUOUS MEDIA MESSAGE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11104.

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In the article we interpret discrete and continuous message as interrupted and constant, limited and continual text, which has specific features and a number of differences between traditional (one-dimensional) text and hypertext (multidimensional). The purpose of this study is to define the concept of “hypertext”, consideration of its characteristics and features of the structure, similarities and differences with the traditional text, including the message in the media and communication. To achieve the goal of the study, we used a number of methods typical of journalism. Empirical analysis enabled a generalized description of the subject of study, which allowed to know it as a phenomenon. With the help of generalization the characteristic and specific regularities and principles of hypertext were studied. The system method is used to identify the dependence of each element of hypertext on its place in the text system as a whole. The retrospective method helped to understand the preconditions for the emergence of hypertext, to trace the dynamics of its development. General scientific methods (analysis, synthesis, induction, deduction) made it possible to formulate the conclusions of the study. Thanks to hypertext and the hypertext systems, the concept of virtual reality has gained tangible meaning. In hypertext space, virtuality organically complements reality. The state of virtuality, in this case, becomes the concept of hyperreality, and all this merges into a single whole in the space of computer text. Due to its volume and multidimensionality, hypertext can arouse scientific interest as an interdisciplinary discipline. In today’s world, the phenomenon of hypertext has been the subject of numerous discussions, conferences and research in the field of social communications, linguistics and psychology. Today, a significant number of organizations conduct large-scale research based on the concepts of hypertext associations and associative navigation.
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