Journal articles: '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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Kyllo, L. Blaine, and Daniel M. Landers. "Goal Setting in Sport and Exercise: A Research Synthesis to Resolve the Controversy." Journal of Sport and Exercise Psychology 17, no. 2 (June 1995): 117–37. http://dx.doi.org/10.1123/jsep.17.2.117.

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Although the motivational technique of goal setting has consistently and reliably improved performance in industrial psychology research, this beneficial effect has not been clearly demonstrated in the sport domain. The many proposed explanations for this discrepancy have resulted in a controversy in the literature. However, scientists have overlooked the importance of statistical power. A meta-analytic review of the literature investigating the effects of goal setting on performance in sport and exercise could help to clarify the state of knowledge. The meta-analytic procedures described by Hedges and Olkin (1985) were used to statistically combine 36 studies identified as meeting inclusion criteria. Results indicate that, overall, setting goals improves sport by 0.34 of a standard deviation. Moderate, absolute, and combined short- and long-term goals were associated with the greatest effects. Additional moderator variables were identified, and the extent to which they alter the goal setting–performance relationship is discussed.

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Harwood, Chris, and Lew Hardy. "Persistence and Effort in Moving Achievement Goal Research Forward: A Response to Treasure and Colleagues." Journal of Sport and Exercise Psychology 23, no. 4 (December 2001): 330–45. http://dx.doi.org/10.1123/jsep.23.4.330.

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In their response to our recent paper (Harwood, Hardy, & Swain, 2000), Treasure et al. (2001) claimed to have clarified our misconceptions and misrepresentations of achievement goal research. After first of all commenting on the apparently rather emotive nature of their response, we logically deal with each of their criticisms. Specifically, we present sound theoretical arguments to show that: (a) personal theories of achievement hold primacy over achievement goals; (b) we are not “particularly confused” (or even a little confused) in our understanding of conceptions of ability; (c) there are excellent reasons for examining the possibility of a tripartite approach to goal orientation and goal involvement; and (d) the issue of measurement in achievement goal research needs to be carefully reconsidered. Further, in response to the status quo offered by Treasure and colleagues, we call for more innovative research that will help progress the impact of achievement goal theory in competitive sport.

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Park, Jooyoung, Fang-Chi Lu, and William M. Hedgcock. "Relative Effects of Forward and Backward Planning on Goal Pursuit." Psychological Science 28, no. 11 (September 14, 2017): 1620–30. http://dx.doi.org/10.1177/0956797617715510.

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Considerable research has shown that planning plays an important role in goal pursuit. But how does the way people plan affect goal pursuit? Research on this question is scarce. In the current research, we examined how planning the steps required for goal attainment in chronological order (i.e., forward planning) and reverse chronological order (i.e., backward planning) influences individuals’ motivation for and perceptions of goal pursuit. Compared with forward planning, backward planning not only led to greater motivation, higher goal expectancy, and less time pressure but also resulted in better goal-relevant performance. We further demonstrated that this motivational effect occurred because backward planning allowed people to think of tasks required to reach their goals more clearly, especially when goals were complex to plan. These findings suggest that the way people plan matters just as much as whether or not they plan.

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Bühler, Janina Larissa, Rebekka Weidmann, Jana Nikitin, and Alexander Grob. "A Closer Look at Life Goals across Adulthood: Applying A Developmental Perspective to Content, Dynamics, and Outcomes of Goal Importance and Goal Attainability." European Journal of Personality 33, no. 3 (May 2019): 359–84. http://dx.doi.org/10.1002/per.2194.

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It is well established that goals energize and direct behaviour across the lifespan. To better understand how goals are embedded in people's lives across adulthood, the present research examined life goals’ content (health, personal growth, prosocial engagement, social relations, status, work), dynamics (interplay between goal importance and goal attainability), and outcomes (subjective well–being) from a developmental perspective. We argue that people rate those goals as important and attainable that enable them to master developmental tasks, that they adapt their goals to personal capacities, and that goals predict subjective well–being after 2 and 4 years. The sample included 973 individuals (18–92 years old, M = 43.00 years) of whom 637 participated 2 years later and 573 participated 4 years later. Goal importance and well–being were assessed at all occasions and goal attainability at the first two occasions. Results indicated that age was negatively associated with importance and attainability of personal–growth, status, and work goals but positively associated with importance and attainability of prosocial–engagement goals. The association between goal importance and attainability was largely bidirectional over time; and goal attainability, rather than goal importance, was positively linked to later well–being. Implications of these findings are discussed in light of adult lifespan development. © 2019 European Association of Personality Psychology

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Milojevic, Milica, Snezana Stojiljkovic, Jelisaveta Todorovic, and Kristina Kasic. "Achievement goals and perfectionism of high school students." Psihologija 42, no. 4 (2009): 517–34. http://dx.doi.org/10.2298/psi0904517m.

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This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

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Forester, Gerald L., Peg Thorns, and Jeffrey K. Pinto. "Importance of Goal Setting in Virtual Project Teams." Psychological Reports 100, no. 1 (February 2007): 270–74. http://dx.doi.org/10.2466/pr0.100.1.270-274.

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This research investigated goal setting on engineering teams with geographically dispersed members. A survey was designed to measure the Quality of Goal Setting, Goal Commitment, Perceived Task Outcomes, and Perceived Psychosocial Outcomes, all constructs and scales used in previous research on project teams. 82 respondents from 12 virtual teams participated. Analysis suggested the quality of goal setting affected Perceived Task Outcome ( t = 2.40, p<.05) but not Perceived Psychosocial Outcomes. Further regression analysis indicated goal commitment predicted significant variance in both Perceived Task Outcomes ( t = 2.35, p<.05) and Perceived Psychosocial Outcomes ( t = 4.3, p<.01). These results suggest that setting high quality goals and building commitment to goals significantly affect perceptions of outcomes on virtual project teams.

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Noori, Samieh, and Mehry Haddad Narafshan. "Promoting Goal Setting: An Experimental Study of Positive Psychology in an EFL Context." World Journal of Educational Research 5, no. 2 (April 9, 2018): 144. http://dx.doi.org/10.22158/wjer.v5n2p144.

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<em>The present quasi-experimental study addresses the impact of a Character Strength Based Positive Psychology Intervention (CSBPPI) on Goal Setting (GS) of TEFL university students in Iran. In so doing, the study utilized an experimental design with 18 participants in the control group and 18 participants in the experimental group which totalled 7 male and 29 female students. The pretest showed that the participants of the two groups were homogenous with regard to their proficiency level as well as their goal setting. Data was collected over five months using Erickson et al. (2015) goal setting questionnaire before and after an MA course. The results of the post-test revealed that PP has a positive and significant impact on learners’ goal setting. The findings from this research suggest positive paths from positive psychology to understanding, managing and successfully setting the goals. </em>

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Furr, R. Michael, William Fleeson, Michelle Anderson, and Elizabeth Mayfield Arnold. "On the Contributions of a Network Approach to Personality Theory and Research." European Journal of Personality 26, no. 4 (July 2012): 437–39. http://dx.doi.org/10.1002/per.1871.

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Understanding personality structure and processes is one of the most fundamental goals in personality psychology. The network approach presented by Cramer et al. represents a useful path towards this goal, and we address two facets of their approach. First, we examine the possibility that it solves the problem of breadth, which has inhibited the integration of trait theory with social cognitive theory. Second, we evaluate the value and usability of their proposed method (qgraph), doing so by conducting idiographic analyses of the symptom structure of borderline personality disorder. Copyright © 2012 John Wiley & Sons, Ltd.

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Keith, Nina. "Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior." Zeitschrift für Arbeits- und Organisationspsychologie A&O 62, no. 2 (April 2018): 97–107. http://dx.doi.org/10.1026/0932-4089/a000267.

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Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

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Treasure, Darren C., Joan L. Duda, Howard K. Hall, Glyn C. Roberts, Carol Ames, and Martin L. Maehr. "Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain." Journal of Sport and Exercise Psychology 23, no. 4 (December 2001): 317–29. http://dx.doi.org/10.1123/jsep.23.4.317.

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In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

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Mueller, Jon F., Helen K. Taylor, Karen Brakke, Mike Drysdale, Kiesa Kelly, Gary M. Levine, and Jaclyn Ronquillo-Adachi. "Assessment of Scientific Inquiry and Critical Thinking: Measuring APA Goal 2 Student Learning Outcomes." Teaching of Psychology 47, no. 4 (September 11, 2020): 274–84. http://dx.doi.org/10.1177/0098628320945114.

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Goal 2 of the APA Goals for Undergraduate Major in Psychology, Scientific Inquiry and Critical Thinking, addresses the development of scientific reasoning and problem-solving, including effective research methods, in undergraduate psychology students. These skills serve as the foundation of not only introductory courses but also the entire psychology curriculum. In this article, we address why these skills are critical to help students interpret information and assess claims and review the current practice of measuring student reasoning in this domain. The reach of Goal 2 is broad, including the application of scientific reasoning to interpret psychological phenomena, the demonstration of psychology information literacy, the interpretation and execution of basic psychological research, and an understanding of sociocultural influences in scientific inquiry. We discuss the value of both formative and summative assessments in this area, offer examples of assessment tools currently in use, and provide a list of nationally normed assessments in critical thinking and scientific reasoning. We conclude with a discussion of limitations in current assessment practices and suggest possible future directions.

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Vandewalle, Don, Christina G. L. Nerstad, and Anders Dysvik. "Goal Orientation: A Review of the Miles Traveled and the Miles to Go." Annual Review of Organizational Psychology and Organizational Behavior 6, no. 1 (January 21, 2019): 115–44. http://dx.doi.org/10.1146/annurev-orgpsych-041015-062547.

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Goal orientation, a theory that originated primarily in the educational and social psychology fields, has emerged in the past two decades as a prominent theory in organizational psychology and organizational behavior. We review the state of affairs for goal orientation research with the following roadmap. First, we discuss the historical roots of goal orientation. Next, we summarize the nomological network of goal orientation and describe the processing frameworks associated with goal orientation factors. We then discuss the crucial role of moderator variables to explain the notable variance found in goal orientation–outcome variable relationships. We next summarize the research findings on the relationship of goal orientation with the proximal mediator and distal outcome variables. We conclude the review with a miles-to-go discussion of several major issues currently faced in goal orientation research.

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Goldman, Barry M., Edwin A. Locke, Suzanne S. Masterson, Markus Groth, and David G. Jensen. "Goal-Directedness and Personal Identity as Correlates of Life Outcomes." Psychological Reports 91, no. 1 (August 2002): 153–66. http://dx.doi.org/10.2466/pr0.2002.91.1.153.

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Although much research has been conducted on goal setting, researchers have not examined goal-directedness or propensity to set goals as a stable human characteristic in adults. In this study, a survey was developed and distributed to 104 adult participants to assess their goal-directedness, personal identity, and various life outcomes. A theoretical model was developed and tested using structural equation modeling that proposed that both goal-directedness and personal identity should positively influence important life outcomes. Analysis showed that goal-directedness and personal identity are positively related to personal well-being, salary, and marital satisfaction. Further, personal identity was positively related to job satisfaction but, contrary to related research, goal-directedness did not predict job satisfaction.

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Kahn, Arnold S., and Janice D. Yoder. "The Psychology of Women and Conservatism: Rediscovering Social Change." Psychology of Women Quarterly 13, no. 4 (December 1989): 417–32. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01011.x.

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Although one goal of the psychology of women has been to enhance the status of women through social change, this goal has seldom been realized. Theory and research in the psychology of women have focused on gender differences and the personality of women rather than the society that oppresses women. As a result, this research has tended to blame women for their position in society and helped maintain the status quo, which can inhibit the struggle for equality by the women's movement. This process is demonstrated with reference to research on women and achievement. The causes and consequences of the focus on gender differences are discussed and recommendations made for a psychology of women in the service of women.

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Moss, Sara A., and Jennifer S. Cheavens. "Commitment is Not Enough: A Longitudinal Investigation of Goal Commitment, Confidence, and Depressive Symptoms in Personal Goal Pursuit." Journal of Social and Clinical Psychology 38, no. 4 (April 2019): 301–20. http://dx.doi.org/10.1521/jscp.2019.38.4.301.

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Introduction: Symptoms of depression are associated with difficulty achieving personal goals. Empirical investigations suggest that depressed individuals do not differ from healthy controls in their commitment to personal goals (i.e., goal commitment), though they express less confidence in their abilities to achieve goals (i.e., goal-related confidence). Despite the relevance of motivational constructs, including goal commitment and confidence, to both depression and goal striving, there is a dearth of research examining these variables as they relate to depressive symptoms and goal progress across time. Method: To address this gap, we tracked the goal pursuits of 139 undergraduate participants oversampled for elevated symptoms of depression at a large, Midwestern university at three time-points. Participants completed a baseline assessment that included The Center for Epidemiologic Studies—Depression Scale (CES-D; Radloff, 1977) and a free-response goal-setting activity. They were asked to report goal progress and re-rate commitment and confidence for any not-yet-attained goals 2 weeks later and, finally, to report on goal attainment at a 2-month follow-up. Results: As predicted, the association between depressive symptoms and concurrently-reported goal commitment was not significant. However, less goal progress and early decreases in goal commitment and confidence reported at 2-week follow-up acted as indirect paths through which baseline depressive symptoms predicted poor longer-term goal outcomes. Discussion: Future investigators could experimentally test the associations between these variables to better understand the ways in which manipulating one aspect of goal striving might causally influence the others.

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Milyavskaya, Marina, and Kaitlyn M. Werner. "Goal pursuit: Current state of affairs and directions for future research." Canadian Psychology/Psychologie canadienne 59, no. 2 (May 2018): 163–75. http://dx.doi.org/10.1037/cap0000147.

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Epstude, Kai, and Neal J. Roese. "When Goal Pursuit Fails." Social Psychology 42, no. 1 (January 2011): 19–27. http://dx.doi.org/10.1027/1864-9335/a000039.

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Counterfactual thoughts predominantly occur in response to failed goal pursuit. The primary function of self-related counterfactuals seems to be correction of specific behaviors and preparation for future successful goal attainment. In the present article we describe a model that outlines this view of counterfactual thoughts. We focus specifically on automatic versus controlled processes of counterfactual thinking and their relation to the formation of intentions. We link our model to research on goal pursuit, in which the impact of counterfactual thoughts and related affective experiences (e.g., regret) has been somewhat neglected. Implications for research on motivation and goal pursuit are discussed and novel predictions highlighted.

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Shah, James Y. "The Automatic Pursuit and Management of Goals." Current Directions in Psychological Science 14, no. 1 (February 2005): 10–13. http://dx.doi.org/10.1111/j.0963-7214.2005.00325.x.

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This article reviews recent research on the automatic activation and management of goals. In particular, it focuses on research examining the variety of ways in which goals may be automatically brought to mind in everyday settings and how such goal priming may affect individuals' deliberate goal pursuits. Moreover, given the variety of ways in which goals may be automatically activated and the often numerous goals people deliberately choose to pursue, the article also examines an important component of effective self-regulation: automatically managing, or “juggling,” various pursuits in order to best ensure their successful completion.

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Fitzsimons, Gráinne M., and Eli J. Finkel. "Interpersonal Influences on Self-Regulation." Current Directions in Psychological Science 19, no. 2 (April 2010): 101–5. http://dx.doi.org/10.1177/0963721410364499.

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Since the 1960s, personality and social psychologists have taken major strides toward understanding the intrapersonal processes that promote successful self-regulation. The current article reviews insights into the understanding of self-regulation gained by examining the impact of interpersonal processes on the initiation, operation, and monitoring of goals. We review research suggesting that other people can act as triggers of goals, causing people to unconsciously initiate new goal pursuits; that interpersonal interactions can tap self-control, leaving people with depleted resources for goal pursuit; that relationship partners can support goal operation, leading to more effective goal pursuit; and that the social environment can facilitate effective monitoring of one’s extant goal progress and likelihood of future goal achievement.

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Samieh, Noori,, and Ashrafganjoe, Mohsen. "Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention." Journal for the Study of English Linguistics 6, no. 1 (August 27, 2018): 81. http://dx.doi.org/10.5296/jsel.v6i1.13558.

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This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.

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Weinberg, Robert, Dave Yukelson, Damon Burton, and Daniel Weigand. "Perceived Goal Setting Practices of Olympic Athletes: An Exploratory Investigation." Sport Psychologist 14, no. 3 (September 2000): 279–95. http://dx.doi.org/10.1123/tsp.14.3.279.

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The purpose of this investigation was to explore Olympic athletes’ perceptions concerning the frequency and effectiveness of goal setting strategies as well as goal preferences and barriers to achieving these goals. Participants were 185 male and 143 female Olympic athletes from a variety sports. Each athlete completed a questionnaire detailing their perceptions, use, and effectiveness of a number of different goal-setting strategies. Factor analysis revealed four similar factors for goal effectiveness and goal frequency and two distinct factors for goal barriers. Descriptive results revealed that all of the Olympic athletes practiced some type of goal setting to help enhance performance, and they found their goals to be highly effective. Athletes also reported that improving overall performance, winning, and having fun were the three most important goals. In addition, setting difficult goals that were somewhat above the level at which they perform was the most preferred level of goal difficulty. Future directions for research are offered including exploration of developmental differences and variations in coach versus athlete perceptions.

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Gamble, Beau, Lynette J. Tippett, David Moreau, and Donna Rose Addis. "The Futures We Want: How Goal-Directed Imagination Relates to Mental Health." Clinical Psychological Science 9, no. 4 (May 5, 2021): 732–51. http://dx.doi.org/10.1177/2167702620986096.

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Imagination is an adaptive ability that can be directed toward the pursuit of personal goals. Although there is a wealth of research on goals and on imagination, few studies lie at the intersection—little is known about individual differences in goal-directed imagination. In 153 adults, we examined how 28 aspects of goal setting, pursuit, and goal-directed imagination relate to mental health. Higher well-being and lower depressive symptoms were strongly linked (a) to having goals that were more attainable, under control, and expected to bring more joy and (b) to goal-directed imagination that was clearer, more detailed, more positive, and less negative. Importantly, the emotional valence of goal-directed imagination strongly predicted well-being at a 2-month follow-up even after controlling for mental health at baseline. These findings underscore the relevance of goal-directed imagination to well-being and depressive symptoms and highlight potential targets for goal- and imagery-based interventions to improve mental health.

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Utman, Christopher H. "Performance Effects of Motivational State: A Meta-Analysis." Personality and Social Psychology Review 1, no. 2 (May 1997): 170–82. http://dx.doi.org/10.1207/s15327957pspr0102_4.

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Researchers (e.g., Butler, 1987; Elliott & Dweck, 1988; Grolnick & Ryan, 1987) have recently studied the impact of two different motivational states and have hypothesized that attempting to attain mastery (learning goal) leads to better performance than attempting to demonstrate that one has high ability (performance goal). This article presents a meta-analysis of research in which motivational states are manipulated and confirms that learning goals lead to better performance than do performance goals. The results also indicate that the learning goal advantage may be limited to relatively complex tasks and that the learning goal advantage is smaller for young children than for older individuals. Further, the learning goal advantage was larger when learning goals were moderately pressuring and when participants were tested alone. Theoretical integration of various theories of motivation and practical implications of the findings are discussed.

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Di Nuovo, Santo. "THE EVALUATIVE RESEARCH AS A BRIDGE BETWEEN SCIENCE AND PROFESSION." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (July 2, 2016): 117. http://dx.doi.org/10.17060/ijodaep.2016.n1.v2.284.

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The evaluative research is an important goal of applied research in psychology, and can constitute a link between scientific research and the definition of an evidence-based profession, in many fields of psychology: e.g., educational, social, work, clinical psychology.But to make a good evaluative research some methodological considerations are needed. First of all, the complexity of this field of study overwhelms the traditional methods based on laboratory research, which defines and manages variables, sampling, and statistical analyses in a reductive way.

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Heckhausen, Jutta, Veronika Brandstätter, Ayelet Fishbach, Alexandra M. Freund, Margie E. Lachman, and Philippe Robert. "Goal Changes and Healthy Aging." Journals of Gerontology: Series B 76, Supplement_2 (July 6, 2021): S105—S114. http://dx.doi.org/10.1093/geronb/gbab038.

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Abstract This article discusses ways in which aging individuals respond to physical, social, and environmental changes and constraints by modifying their goals. We review aging-related trends, which we derive from several theoretical approaches, including goal systems theory, the motivational theory of life-span development and its action-phase model, and the Selection, Optimization, and Compensation model. These theories explain how biological and social role changes in later adulthood prompt individuals to make changes to the content, orientation, and composition of their goals, including disengaging from and adjusting previously central goals. They also help identify individual differences in the capacity to do so effectively. We review several motivation-related interventions that address the challenges in goal adjustment and call for more research on identifying processes of goal changes conducive to healthy aging, more interventions, and modifications of societal and institutional (e.g., workplace, nursing home) operations that support adaptive goal change in older adults.

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McLachlan, Sarah, and Martin S. Hagger. "Do People Differentiate Between Intrinsic and Extrinsic Goals for Physical Activity?" Journal of Sport and Exercise Psychology 33, no. 2 (April 2011): 273–88. http://dx.doi.org/10.1123/jsep.33.2.273.

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The distinction between intrinsic and extrinsic goals, and between goal pursuit for intrinsically and extrinsically motivated reasons, is a central premise of self-determination theory. Proponents of the theory have proposed that the pursuit of intrinsic goals and intrinsically motivated goal striving each predict adaptive psychological and behavioral outcomes relative to the pursuit of extrinsic goals and extrinsically motivated goal striving. Despite evidence to support these predictions, research has not explored whether individuals naturally differentiate between intrinsic and extrinsic goals. Two studies tested whether people make this differentiation when recalling goals for leisure-time physical activity. Using memory-recall methods, participants in Study 1 were asked to freely generate physical activity goals. A subsample (N = 43) was asked to code their freely generated goals as intrinsic or extrinsic. In Study 2, participants were asked to recall intrinsic and extrinsic goals after making a decision regarding their future physical activity. Results of these studies revealed that individuals’ goal generation and recall exhibited significant clustering by goal type. Participants encountered some difficulties when explicitly coding goals. Findings support self-determination theory and indicate that individuals discriminate between intrinsic and extrinsic goals.

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Chauncey, Kate. "Theories of Intelligence, Goal Orientation and Attribution in Malawi's MESA Schools." Research in Comparative and International Education 1, no. 1 (March 2006): 88–108. http://dx.doi.org/10.2304/rcie.2006.1.1.8.

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This article suggests that, as the Malawian Ministry of Education, Science, and Technology continues to advocate for educational access, equity and quality, aspects of educational psychology may be particularly important to consider in context. It presents and discusses research conducted in June and July 2004. The key research concepts (theories of intelligence, goal orientation, attribution to setback, and confidence) are briefly introduced, and then, the study's objectives, methods and findings are each discussed in turn. The research objectives included: (i) examination of the relation between particular Malawian students' theories of intelligence and their goals and attributions in response to academic setback; (ii) examination of gender differences in students' theories of intelligence, goals, setback attributions, and confidence levels; and (iii) exploration of the variables mentioned as possible predictors of students' 2004 examination scores (controlling for student demographics and prior academic performance). In order to reach these aims, a survey was administered to 284 Malawian students attending Malawi Education Support Activity (MESA) schools. Test scores were collected from ‘progress books,’ and quantitative data were supplemented by semi-structured interviews with key informants. Students' theories of intelligence were found to be associated with their goals and setback attributions, but not with their confidence levels. Females were significantly more likely than males to hold entity theories of intelligence, to have dominant performance goals, and to attribute academic setback to lack of intelligence. Male students reported moderately higher confidence than females. Regression analysis revealed ‘learning goal’ to significantly predict test scores. The findings suggest that student theories, goals, and attributions warrant further research and school community attention. In addition, the findings encourage questions concerning the cross-cultural applicability of certain educational psychology theories. In conclusion, this article recognises the need to understand cross-cultural differences in educational psychology, yet raises questions by identifying potential similarities between previous findings from the United States, United Kingdom, and Hong Kong and the study at hand.

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Berry, John W. "Global psychology: implications for cross-cultural research and management." Cross Cultural Management 22, no. 3 (August 3, 2015): 342–55. http://dx.doi.org/10.1108/ccm-03-2015-0031.

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Purpose – Psychology, both as science and practice, has been largely developed in one cultural area of the world: Europe and North America. As a result, the discipline is culture-bound, limited in its origins, concepts, and empirical findings to only this small portion of the world. The discipline is also culture-blind, largely ignoring the influence of the role of culture in shaping the development and display of human behaviour. These limitations have resulted in the dominant position of a Western Academic Scientific Psychology (WASP) in relation to other cultural perspectives on human behaviour. The paper aims to discuss these issues. Design/methodology/approach – This paper draws on concepts and strategies in psychology (particularly cross-cultural and intercultural psychology) to propose some remedies to problems arising from the dominant WASP position. For example, of what relevance is such a limited perspective to understanding human activity in other cultures; and how can such a limited understanding serve the purpose of effective intercultural interactions? Findings – The eventual goal is to achieve a global psychology that incorporates concepts and findings from societies and cultures from all parts of the world, one that will permit a valid understanding of people within their cultures, and permit effective intercultural across cultures. Originality/value – The paper presents some criticisms of the dominant western psychology (WASP), and proposes that the achievement of a more global psychology may be within reach if some concepts and methods now available in psychology from both the dominant western sources and from those working in the rest of the world are used.

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Fairall, Dennis G., and Wendy M. Rodgers. "The Effects of Goal-Setting Method on Goal Attributes in Athletes: A Field Experiment." Journal of Sport and Exercise Psychology 19, no. 1 (March 1997): 1–16. http://dx.doi.org/10.1123/jsep.19.1.1.

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Previous literature on goal setting indicates that athlete participation in the goal-setting process can improve performance (cf. Kyllo & Landers, 1995). Much of the past research, however, has been criticized for using contrived environments where the motivation and involvement of the participants is questionable. This field experiment examined the effect of three methods of goal-setting (participative, assigned, and self-set) on various goal attributes. Track and field athletes (N = 67) were randomly assigned to one of the three experimental conditions. Results of between-groups ANOVAs showed a significant difference in the perception of the amount of participation athletes perceived in each of the three conditions, indicating the success of the manipulation. Further analyses, however, revealed no advantage to the participative and self-set conditions compared to the assigned condition in terms of goal attributes. The influence of goal-setting method on other goal attributes may be spurious or due to other contextual variables.

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Chou, Chih-Chin, Fong Chan, Brian Phillips, and Jacob Yui Chung Chan. "Introduction to Positive Psychology in Rehabilitation." Rehabilitation Research, Policy, and Education 27, no. 3 (2013): 126–30. http://dx.doi.org/10.1891/2168-6653.27.3.126.

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Positive psychology has received increasing attention in rehabilitation counseling research and practice. The rehabilitation counseling philosophy shares a similar emphasis of personal assets and strengths, which provides a solid foundation for the integration of positive psychology into the professional practice of rehabilitation counseling. In this article, the guest editors present their rationale for developing this special issue on positive psychology and rehabilitation research. They highlight some of the exciting findings reported in the articles included in this special issue on positive psychology and rehabilitation research. The goal of this special issue is to stimulate thinking and discussion about applying positive psychology theory, research, assessment, and interventions in rehabilitation counseling for promoting overall well-being, quality of life, and happiness for people with chronic illness and disabilities.

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Ning, Hoi Kwan. "Psychometric Properties of the 3 × 2 Achievement Goal Questionnaire in a Hong Kong Sample." Journal of Psychoeducational Assessment 36, no. 3 (November 15, 2016): 261–72. http://dx.doi.org/10.1177/0734282916677658.

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The 3 × 2 achievement goal framework comprising task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goals is the most recent conceptual development in goal orientation research. The purpose of this study was to extend the current literature by investigating the validity of the 3 × 2 Achievement Goal Questionnaire in a non-Western educational setting. Based on a sample of 384 first-year undergraduate students from a university in Hong Kong, confirmatory factor analyses demonstrated that the six-factor model of achievement goals provided better fit to the data than 10 alternative model structures tested. The six goal subscales have high internal consistency reliability, and gender invariance of the instrument was established via multigroup analysis. Results from multiple regression analyses also revealed that the six achievement goals were differentially predictive of students’ academic performance, deep and surface learning strategies, and instrumental help-seeking.

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Amendolair, Darlene. "Caring Model: Putting Research into Practice." International Journal of Human Caring 15, no. 3 (April 2011): 49–58. http://dx.doi.org/10.20467/1091-5710.15.3.49.

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During the 1970s the discipline of nursing deliberately blended with the field of anthropology to create the field of transcultural nursing. The major goal of this blending was to transform anthropological concepts into the nursing process in order to render culturally congruent nursing care. This article suggests a further blending of transcultural nursing with transcultural medicine, cross-cultural psychology, theology, social workl/child welfare, and hospital administration to create a culturally conscious practice model of healthcare delivery.

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Costantini, Giulio, Daniele Saraulli, and Marco Perugini. "Uncovering the Motivational Core of Traits: The Case of Conscientiousness." European Journal of Personality 34, no. 6 (December 2020): 1073–94. http://dx.doi.org/10.1002/per.2237.

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Knowledge of the motivational bases of conscientiousness would be crucial for disentangling competing explanations about the processes underlying this trait. Thereby, building on the results of a previous investigation identifying 21 goal classes connected to conscientiousness, we performed three studies aimed at clarifying the full spectrum of goals and motives underlying this trait. In Study 1 ( N = 299), we conceptually replicated the original associations between goal classes and conscientiousness poles, and we identified nine goal classes that individuals ascribe to conscientious profiles more than to other profiles. In Study 2 ( N = 329), we examined the associations between the subjective importance of conscientious and unconscientious goal classes and personality traits, as well as the role of goals for the desire to change one's conscientiousness. In Study 3 ( N = 432), we developed a 72–item assessment of nine goal classes and explored their connections with the most important facets of conscientiousness, self–control, future orientation, and the consideration of future consequences, using network analysis. We discuss the relevance of our results for research on conscientiousness and its underlying processes. © 2020 European Association of Personality Psychology

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Probst, Tahira M. "Conducting Effective Stress Intervention Research: Strategies for Achieving an Elusive Goal." Stress and Health 29, no. 1 (February 2013): 1–4. http://dx.doi.org/10.1002/smi.2482.

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Grzymała-Moszczyńska, Halina, and Maria Kanal. "Research on forced migration from the perspective of the psychology of religion: Opportunities and challenges." Archive for the Psychology of Religion 41, no. 3 (November 2019): 204–15. http://dx.doi.org/10.1177/0084672419894673.

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The goal of our article is to present the subject of forced migration as a very interesting and socially relevant research field that could contribute to further development of the psychology of religion. We focus on further development of the toolbox of the psychology of religion, seeking further application of Sunden’s role theory and introducing new approaches originating from indigenous and environmental psychology. After a short review of existing research, new theoretical approaches, and methodologies are presented, along with suggestions for improving the validity of qualitative research pertaining to the role of religion at all stages of the migration process.

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König, Cornelius J., Wendelien van Eerde, and Anita Burch. "Predictors and Consequences of Daily Goal Adaptation." Journal of Personnel Psychology 9, no. 1 (January 2010): 50–56. http://dx.doi.org/10.1027/1866-5888/a000002.

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Efficient self-regulation has been argued to consist of more than just setting goals and tenaciously pursuing them – it also requires that people adapt their goals to changing circumstances. Although previous studies have already focused on interindividual differences in goal disengagement (one aspect of goal adaptation), so far, no study has looked at predictors and consequences of daily work goal adaptation. As predicted, daily goal adaptation was related to the amount of unplanned tasks and the extent to which the time needed for tasks was underestimated. However, unlike previous research on goal disengagement, daily goal adaptation had a negative (and not a positive) effect on well-being and subjective productivity. It is suggested that the emotional aspect of goal adaptation/goal disengagement needs more research attention.

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Brandstätter, Veronika, and Marcel Herrmann. "Goal disengagement in emerging adulthood." International Journal of Behavioral Development 40, no. 2 (August 10, 2015): 117–25. http://dx.doi.org/10.1177/0165025415597550.

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In emerging adulthood, being committed to and making progress on important personal goals constitutes a source of identity and well-being. Goal striving, however, does not always go without problems. Even though highly committed to a goal, individuals may experience recurring setbacks and, consequently, increasing doubts about the goal that might culminate in an action crisis, that is, an intra-psychic decisional conflict about whether to disengage from or to continue on their way. Action crises have been shown to lead to negative consequences on well-being and performance. Besides these negative consequences, however, an action crisis is hypothesized to have an adaptive side that is addressed in the present paper. Actively questioning the pursuit of a goal should allow for weighing up the focal goal against alternative and possibly more desirable goals. This open-minded re-evaluation, in the event of goal disengagement, is assumed to avoid the emergence of action crises in subsequently formed goals. As expected, in a longitudinal study over one and a half years with n = 207 freshman students, the degree of experienced action crisis prior to goal disengagement predicted the desirability and decisional certainty of the subsequently formed alternative goal. Theoretical implications of the results for research on self-regulation and identity formation in emerging adulthood are discussed.

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Tepper, Stephanie J., and Neil A. Lewis. "When the Going Gets Tough, How Do We Perceive the Future?" Social Cognition 39, no. 4 (August 2021): 526–41. http://dx.doi.org/10.1521/soco.2021.39.4.526.

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People struggle to stay motivated to work toward difficult goals. Sometimes the feeling of difficulty signals that the goal is important and worth pursuing; other times, it signals that the goal is impossible and should be abandoned. In this article, we argue that how difficulty is experienced depends on how we perceive and experience the timing of difficult events. We synthesize research from across the social and behavioral sciences and propose a new, integrated model to explain how components of time perception interact with interpretations of experienced difficulty to influence motivation and goal-directed behavior. Although these constructs have been studied separately in previous research, we suggest that these factors are inseparable and that an integrated model will help us to better understand motivation and predict behavior. We conclude with new empirical questions to guide future research and by discussing the implications of this research for both theory and intervention practice.

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Tubbs, Mark E., Donna M. Boehne, and James G. Dahl. "Expectancy, valence, and motivational force functions in goal-setting research: An empirical test." Journal of Applied Psychology 78, no. 3 (1993): 361–73. http://dx.doi.org/10.1037/0021-9010.78.3.361.

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Amirkhan, James, Hector Betancourt, Sandra Graham, Steven Regeser López, and Bernard Weiner. "Reflections on Affirmative Action Goals in Psychology Admissions." Psychological Science 6, no. 3 (May 1995): 140–48. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00323.x.

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Four goals of affirmative action in higher education are described as they relate to psychology admissions Broadly conceived, these goals are compensating for past injustice, correcting present inequity, promoting intellectual diversity, and enhancing the presence of role models It is argued that the four goals differ in their underlying assumptions about the purposes of affirmative action and that these differences can result in disparate admission decisions Data from three experiments on decision making in graduate psychology admissions are presented to illustrate the analysis In these studies, academic psychologists rated the admissibility of hypothetical graduate student applicants who varied on a number of characteristics (e g, ethnicity, social class, interest in minority research) pertinent to affirmative action A consistent pattern of ethnic group differences in admissibility ratings was documented, illustrating that compensation for past injustice can be interpreted as a salient affirmative action goal in graduate admissions decisions Implications of the analysis for clarifying admissions decisions guided by affirmative action goals are discussed

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

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