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Dissertations / Theses on the topic 'Goal (psychology)'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Gore, Truman J. "Predicting Goal Progress and Burnout Using Goal Hierarchies." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1503654170637096.

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2

Wray, Josephine. "Goal perceptions and their effects on commitment and affective responses to goals." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250749.

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3

Isley, Shane D. "Toward a functional approach to goal setting." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5162/.

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A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.
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4

Isley, Shane D. Rosales-Ruiz Jesus. "Toward a functional approach to goal setting." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5162.

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5

McLean, Kristy. "The moderating effects of goal orientations on reactions to goal-performance discrepancies /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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6

Harman, Jason L. "Goals and Trade-Offs: Goal-Relative Valuation and Trade-Offs in Human Choice." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343879157.

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7

Moss, Sara Anne. "Hope and goal outcomes: The role of goal-setting behaviors." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1513865199503514.

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8

Gill, Frances E. "Self-determination as a goal of correctional counseling /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012970.

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9

Cale, Andrew. "Goal setting, multidimensional anxiety and performance." Thesis, Loughborough University, 1991. https://dspace.lboro.ac.uk/2134/7124.

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The primary purpose of the experiments carried out within this thesis was to examine the relationships between goals, the perceptions of individuals towards those goals, the performance environment and the eventual performance outcome. More specifically, what are the changes in selected goal setting variables and what is the anxiety response within individuals, when objective goal difficulty is manipulated under various environmental conditions? Four laboratory-based experiments were carried out in this research. The primary purpose of the first experiment was to establish an appropriate experimental design and measure of task performance that would allow an investigation of selected goal setting variables. Whilst the primary objectives were achieved, one important factor emerged that needed to be considered in the design of the subsequent experiments. Goal setting needed to be based around the ability of the individual rather than group norms. Experiment 2 was designed not only to further investigate the theoretical framework underlying goal setting, but also to examine the nature of the multidimensional anxiety response associated with that framework. Again, the main objectives of Experiment 2 were achieved, but the experimental design adopted did not allow for investigation of changes in goal setting and anxiety under different performance environments. Consequently, Experiment 3 was designed in an attempt to extend the investigation of the above framework towards 'real-life' situations. A complex design attempted to approximate the environmental conditions encountered by athletes in low versus high stress situations, such as those encountered in practice and in competition. The results were complex and the major finding to emerge was that it was difficult to approximate 'real-life' situations when using a novel performance task and competitive instructions as a potential stressor. Experiment 4 attempted to address these issues and required university basketball players to perform a basketball free-throw task under 'low stress' and 'high stress'conditions. Although there were expected differences for the goal setting and anxiety variables between different goal groups, there were no differences on any of the variables when performing under the different environmental conditions. The series of experiments contained within this thesis attempted to establish a theoretical framework, albeit in a laboratory setting, which may form the basis for future, more ecologically valid, investigations into the many 'real-life' sporting situations which inherently contain aspects relating to goal setting, anxiety and performance .
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10

Gore, Truman Joseph. "Goal Orientations and Self-Efficacy Interactions on Self-Set Goal Level." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1401715350.

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11

Dolis, Chad M. "Allocation by Association: Goal Networks and the Allocation of Resources Across Multiple Demands." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1375388896.

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12

Frace, Kristen Jessica. "Goal attainment scaling to determine effectiveness of school psychology practicum students." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1002.

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13

Hicks, Joshua A. King Laura A. "The effects of approach-avoidance behaviors on goal appraisals." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6138.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010) The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Laura King Vita. Includes bibliographical references.
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14

Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.

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15

Wellman, Justin A. "Dark Horse Running: The Role of Affect in Goal Pursuit and Goal Termination among Pessimists." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1271099451.

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Dissertation (Ph.D.)--University of Toledo, 2010
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Psychology." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 78-93.
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16

Craven, Denise Elizabeth. "The Role of Ability in Goal Setting: A Re-specification of Ability and Task Complexity as Goal-Performance Moderators." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-11062007-052617/.

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The present study sought integration of two well-documented relationships: the relationship between general mental ability and performance of complex tasks, and between goal characteristics and level of work performance. Goal-setting theory states that the impact of goal level (difficulty and specificity) on performance depends on the task?s complexity level. Past versions of the theory have also specified ability as a moderator of the goal-performance relationship. This study tested an alternative model of ability and task complexity as goal-performance moderators: a 3-way interaction among general mental ability (GMA), goal level, and task complexity. Undergraduate psychology students completed a class-scheduling task, which manipulated task complexity and goal difficulty at two levels each. Whereas main effects of task complexity and GMA were found, the 3-way interaction was not supported. Statistical and design limitations, including the absence of control for goal commitment, are discussed.
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17

Kimberley, Laura Frances. "Influence of internal versus external egalitarian goals on stereotype accessibility following goal-behaviour discrepancies." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5433/.

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The mechanism through which goals influence stereotype activation/control is unclear. This thesis aimed to shed some light on the mechanism through which internally-generated and externally-imposed goals influence stereotype activation by applying Fishbach and colleagues’ model of goal progress. Across six experiments, I demonstrated that (1) internal, but not external, egalitarian goals result in less stereotype accessibility (consistent with egalitarian goal pursuit) following a potentially large goal–behaviour discrepancy (Experiment 2), (2) external, but not internal, egalitarian goals result in less stereotype accessibility (consistent with egalitarian goal pursuit) when contemplating past success (Experiment 1), but not following a potentially small goal–behaviour discrepancy or a potential goal–behaviour match (Experiments 3 & 4), and (3) internal egalitarian goals result in concern over including ambiguous faces in the ingroup, but only following a potential goal–behaviour discrepancy. External egalitarian goals irrespective of goal–behaviour discrepancy size, and internal egalitarian goals following a potential goal–behaviour match, both result in concern over accurate categorisation (Experiment 6). These findings suggest that the source of a goal (i.e., internal vs. external), and discrepancy size for internal, but not external, goals, are important parts of the mechanism through which goals influence social categorisation and stereotype activation.
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18

Worden, Aileen. "Goal orientation : building a nomological network." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28766.

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19

Goudas, Marios. "Intrinsic motivation and goal orientations in physical education." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384950.

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20

Oh, Sei-Yi. "Flow in golf motivation, goal orientation, and challenge determinant /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1802.

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Thesis (Ph. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 131 p. : ill. Includes abstract. Includes bibliographical references (p. 104-121).
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21

O'Donahoe, Heather. "The effects of social comparison, choice, and goal difficulty on performance." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998odonahoeh.pdf.

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22

Rozhon, Michele Antoinette. "Effects of explanatory style and situational constraints on goal setting." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09192009-040320/.

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23

Melrose, Regalena G. "Self-efficacy and goal choice among acting-out adolescents." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34525.

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The goal of this study was to investigate self-efficacy and goal choice among acting-out adolescents in comparison to nonacting-out adolescents. One hundred and sixteen adolescents between the ages of 13 and 16 participated. The adolescents were categorized as either acting-out or nonacting-out on the basis of their score on the Child Behavior Checklist-Teacher's Report Form (Achenbach & Edelbrock, 1986), as well as on corroborated reports made by school administrators. Fifty-eight acting-out and 58 nonacting-out adolescents completed a questionnaire packet containing measures of self-efficacy, locus of control, self-mage, and goal choice. In addition, each adolescent was interviewed and administered a brief intelligence measure. With all demographic variables covaried, the primary findings of the study were that acting-out as compared to nonacting-out adolescents experienced more incidents of failure, displayed lower general self-efficacy scores, greater external loci of control, and chose goals that were vague or less specific. The negative experiences associated with behavioral problems, such as academic failure, apparently lower adolescents' self-beliefs and abilities to specify their goals. Despite their experiential differences, however, acting-out and nonacting-out adolescents displayed similar levels of social self-efficacy, real self-image, and ideal self-image, as well as similar goal setting abilities in areas other than goal specificity. All adolescents chose a comparable number of goals, as well as comparable levels of goal difficulty, goal commitment, and procedural knowledge. The stage of adolescence with its many changes, demands, and uncertainties apparently leaves most youths with comparable self-images and goal setting abilities, regardless of whether or not they have negative experiences of social and academic failure.
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24

Dawes, Molly. "Peer influence in early adolescents' popularity goal." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623137.

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The goal of this study was to examine influence of peers on the popularity goal of early adolescents. Research has demonstrated that there is increased preoccupation with popularity status during early adolescence, but there is little research on what influences youths' actual goal for popularity status (Adler & Adler, 1998). To address this gap in the literature, this research investigated two types of peer influences on adolescents' popularity goal over time: peer group norms and perceived peer norms. Youth are assumed to be influenced by the norms set by their peer groups and by their perceptions of the peer norms for popularity. However, individuals are also assumed to be differentially open to such influence. Therefore, I considered potential moderators for both types of peer influence. Two moderators were explored for the influence of peer group norm on early adolescents' popularity goal over time: the group's popularity status and an individual's own status within the group. For the influence of perceived peer norms on early adolescents' popularity goal over time, I considered an interaction with the peer group's norm for popularity goal.

Given the nested nature of the data, with adolescents within peer groups, this study employed Hierarchical Linear Modeling (HLM) analyses to model the effects of peer groups on individuals over time. A total of 232 adolescents in 57 peer groups were included in the study. A series of models were analyzed to test for the influence of peer group norms on adolescents' popularity goal over time. First, the main effect of peer group norm on adolescents' popularity goal was tested. Results demonstrate that the higher the peer group norm, the higher adolescents' popularity goal at Time 2, after controlling for their popularity goal at Time 1. Second, the two-way interaction between peer group norm and groups' popularity status on adolescents' popularity goal was tested. Results indicate that the association between peer group norms and adolescents' popularity goal was significantly moderated by the popularity status of the group. A higher peer group norm was associated with higher popularity goal over time when adolescents were in low popular groups. The association between peer group norm and popularity goal remained relatively stable for those adolescents in high popular groups. Third, I tested the three-way interaction between peer group norms, groups' popularity status, and individual members' status within the group on adolescents' popularity goal over time. Results indicate that the strength of the association between group norm and adolescents' popularity goal was stronger for low status individuals than high status individuals in high popular groups. For those high status individuals, a negative association was found. There was also a positive association between group norm and popularity goal for both low and high status individuals in low popular group with overall higher levels of popularity goal (Time 2) for the low status individuals than for the high status ones in these groups.

This study also analyzed models to test for the influence of perceived peer group norms for popularity on adolescents' popularity goal over time. Results indicate there is a positive association between perceived peer norms for popularity and adolescents' popularity goal over time, even after controlling for the influence of peer group norms. There was no significant interaction of perceived peer norms and peer group norms on the adolescents' popularity goal over time. Together, results provide evidence that youths' popularity goal may be influenced by the norms established in their peer group, their groups' popularity status as indicated by the nuclear members' popularity levels, their own status within the group, and their perception of peer norms in the networks. Results suggest that both individual and peer group factors contribute to youths' openness to peer influence and that such factors should be considered when investigating how peers may influence youths' social goals.

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25

Fuesting, Melissa A. "Engineering Persistence: Designing and Testing a Communal Strategies Intervention to Increase the Retention of Women in Engineering." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556720605030989.

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26

Draper, Jason A. "Motivated Knowing in Higher Education| Epistemic Fluency and Goal Pursuit." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930138.

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This exploratory study was designed to establish a foundation for understanding the relationship between college students’ epistemic fluency, the need (self-concordance); want (self-determination); and ability (self-efficacy) to think about their learning; their regulatory mode orientation (locomotion versus assessment), and their academic goals. A novel instrument measuring both epistemic fluency and regulatory mode orientation was constructed for this purpose.

Self-efficacy may be the most important element of epistemic fluency as well as the most important moderating factor in goal pursuit. Assessment, a mode of regulatory orientation, and goal activity are inextricably linked. Goal activity may be a metacognitive byproduct of regulatory mode orientation. The differential expression of epistemic fluency and regulatory mode orientation was observable through participant identified academic goals. Personal characteristics such as self-identified racial or gender identity were important moderators in the expression of both epistemic fluency and regulatory mode orientation. Minority or female students had higher factor scores. The extent to which a goal signals intrinsic motivation (value) governs the dynamic allocation of self-regulatory resources more so than the differential time horizons of goals

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27

Boyle, Kristin Ann. "Toward an understanding of goal orientation in a training context /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076417493.

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28

Hutchins, Amanda Michelle. "The Relationship between Goal Orientation and Gender Roles." TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/61.

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This study was designed to examine the relationship between a person’s goal orientation and the gender roles that they adopt. The relationship between gender and goal orientation has been studied for years, but the results have been inconclusive. Some studies find a gender difference and some studies do not. For this reason, this study examined if there was another factor that was influencing goal orientations that was related to gender. Goal orientations are perceptual-cognitive frameworks for how individuals approach, interpret, and respond to achievement situations. Gender roles are the behaviors, thoughts, and emotions that are considered acceptable and appropriate for each gender based on society and culture. Four hundred and seventy two participants answered an online questionnaire assessing their goal orientation and gender role identification. The participants answered questions using the Patterns of Adaptive Learning Scale and the Bem’s Sex Role Inventory. Overall, the results showed that higher masculinity leads to a higher motivation to succeed, and higher femininity leads to a higher motivation to avoid failure.
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29

Nilsson, Björn, and John Linder. "Sport Structure and Goal Oriented Motivation." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167443.

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The aim of this study was to assess differences in goal orientation between athletes practicing two different sports. These sports differ structurally in how they are performed and in regard to factors influencing goal orientation. The achievement goal theory (AGT) states that individuals’ motivational orientation is made up of two aspects, task oriented motivation and ego oriented motivation. These two goal orientations are independent of one another and are affected by several factors. The effect on goal orientation by factors influenced by coaches, parents and peers is well documented. The two hypotheses were that climbers would be more task-oriented than squash players and secondly that squash players would be more ego-oriented than climbers. The study was conducted as a quasi-experimental between group comparison. 81 sport practitioners, 43 rock climbers and 38 squash players, took the Task and Ego in Sport Questionnaire (TEOSQ) in connection with performing their sport. Independent t-tests of both sub scales showed a difference in ego-motivation between groups, but not in task-motivation.
Syftet med den här studien var fastställa skillnader i målorientering mellan idrottare som utför olika sporter. Dessa sporter skiljer sig strukturellt i utförande och i avseende av faktorer som påverkar målorientering. Målorienteringsteorin (AGT) säger att individers målorientering består av två aspekter, uppgiftsorienterad motivation och egoorienterad motivation. Dessa två orienteringar är oberoende av varandra och påverkas av flera olika faktorer. Effekten på målorientering av faktorer som påverkas av tränare, föräldrar och kamrater är väldokumenterad. Den första hypotesen var att klättrare är mer uppgifts-orienterade än vad squashspelare är och den andra att squashspelare är mer egoorienterade än vad klättrare är. Studien utfördes som en kvasiexperimentell mellangruppsjämförelse. 81 idrottare, 43 klättrare och 38 squashspelare fyllde i formuläret Task and Ego in Sport Questionnaire (TEOSQ) i samband med sin träning. Oberoende t-test visade en skillnad i ego-motivation, men inte i uppgifts-motivation mellan grupperna.
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30

Kain, Jason. "The influence of goal orientation on Karasek's (1979) job demands-control model." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1264910308.

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31

Robinson, Frank Eric. "Sampling expertise: Incorporating goal establishment and goal enactment into theories of expertise to improve measures of performance." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1495976711687398.

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32

Weigand, Daniel A. (Daniel Arthur). "Perceived Parental Goal Projections and Parental Pressure on the Development of Children's and Adolescents' Goal Orientations in Sport." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278516/.

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The present investigation evaluated sport-related motivational climates by assessing personal and perceived parental goal orientations and perceived parental pressure in children and adolescents. Data were collected from 202 middle-class, racially diverse students, including 43 male and 50 female children aged 12 or below (M age = 10.6) and 51 male and 58 female adolescents aged 13 or above (M age = 14.7), who had participated in a variety of organized sports, and were enrolled in elementary, middle, and high schools of the Dallas (TX) Independent School District. Measures included personal and parental projected versions (mother's and father's) of the Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Sport Parental Pressure Scale (mother's and father's versions), and a background assessment.
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33

Bienkowski, Sarah C. Bowler Mark C. "A conditional reasoning measure of goal orientation : preliminary development." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2222.

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Thesis (M.A.)--East Carolina University, 2009.
Presented to the faculty of the Department of Psychology. Advisor: Mark C. Bowler. Title from PDF t.p. (viewed June 11, 2010). Includes bibliographical references.
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Li, Xiaofei. "Dynamic Goal Choice when Environment Demands Exceed Individual’s Capacity: Scaling up the Multiple-Goal Pursuit Model." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1493389920717575.

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35

Anstey, Hannah Elisabeth. "Visual imagery, mood, and goal appraisal in bipolar disorder." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5291.

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The following portfolio consists of three parts: a systematic literature review, an empirical study and a set of appendices. Part one is a systematic literature review, in which the theoretical, conceptual and empirical literature related to goal processes in bipolar disorder is reviewed. The review begins with an overview of the research in this area, and in particular the Behavioral Activation System dysregulation theory of bipolar disorder. It continues with a rationale for the current review. The paper describes the methods used to obtain included studies, and synthesises the results into conceptually similar goal processes. An overview of the findings and limitations of the research is followed by an analysis of the limitations of the review, clinical implications, suggestions for future research and conclusions. Part two is an empirical paper, which explores whether a novel imagery task and novel goal appraisal task are useful methods for the investigation of whether mood episodes in bipolar disorder are related to cognitive processes that amplify the effect of imagery in bipolar disorder. The effect of visual and verbal processing on mood and goal appraisal for participants in a control group are considered and compared to a small clinical group. The preliminary research findings and conclusions are followed by a discussion of the study’s clinical limitations and implications for future research. Part three comprises the appendices, which support the previous two parts. This includes a reflective statement and critical appraisal of the research process.
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Dlodlo, Nobuhle. "Employability as a treatment goal? : a Foucauldian discourse analysis." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/19884/.

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The research aims to understand if the integration of psychological practice with social entrepreneurship can support individuals at risk for social exclusions enhance their employability, while enabling psychological professionals to remain sensitive to social justice. This appears challenging to do in state funded, institutional settings. There is limited evidence to support and explore such integration. However it has been noted that third sector settings can effectively accommodate socially just practice. In light of the above, Foucauldian Discourse Analysis is preliminarily applied to explore how social enterprises construct employability and to examine the implications for practice. The research study is concerned with social justice, with the contextual factors influencing psychological practice and with the integration of psychological practices and social entrepreneurship. The leaders of these social enterprises appeared to draw on discourses of neo-liberal citizenship and neo-liberal paternalism. They constructed employability using psychological constructions of motivation to internalise employability as an assumption and a responsibility of the individual. However, they also resisted aspects of these neo-liberal citizenship and psychological discourses to then integrate those discourses with economic and neo-liberal paternalistic discourses. This appeared useful in managing the aspirational and obliging tensions of their neo-liberal subject position. The participants’ constructions were effective in delineating the contexts and practitioners most appropriate for the implementation of employability enhancement interventions. This appeared to create particular implications for the practice. These implications in turn challenged the possibility of integrating psychological practice with social entrepreneurship. The findings of the analysis were contextualised with existing literature to explore the implications for social justice in integrating these practices to enhance client employability.
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Lennon, Nicholas Robert. "Personal goal system complexity : effective integration and its relationship to psychological well-being /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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38

Herkstroeter, Shawn. "Attention and goal setting in relation to fifth and sixth-grad academic performance a correlational study /." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004herkstroeters.pdf.

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39

Houser-Marko, Linda. "Keeping your eyes on the prize versus your nose to the grindstone the effects of level of goal evaluation on mood and motivation /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4706.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.
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Austin, James T. "Goal origin: effects of initial goal origin and shifts in origin on behavioral and subjective responses." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76090.

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Many previous studies have examined the effects of goal attributes on subsequent behavior and performance, with consistently positive findings. However, there are few studies of goal processes, i.e., how reactions to goal origin and subsequent shifts in goal origin are exhibited in behavioral and subjective domains. The present research viewed reactions to goal origins (self-set or assigned) and to shifts in goal origin within a theory of personal control/psychological reactance. In addition, two individual difference constructs, locus of control and Type A Behavior Pattern, were measured to study their relationships with the dependent variables. A laboratory experiment was conducted to examine several hypotheses drawn from the psychological reactance literature concerning the joint effects of Initial Goal Origin and subsequent Shifted Goal Origin on subjective and behavioral responses. The subjective responses included task and performance satisfaction, goal acceptance, preferences for increasing employee self-control in the workplace, and preferred method of goal-setting. Behavioral measures included two different operational definitions of performance: quantity and goal attainment. The analyses revealed weak support for the hypotheses. The manipulation check composite revealed that the groups perceived the manipulations along the Initial Goal Origin dimension. There were statistically significant differences for goal acceptance, with the two shift groups displaying a crossover pattern between trial blocks. Simple interaction effect analyses conducted at each level of the Shifted Goal Origin factor revealed a statistically significant interaction between Initial Goal Origin and Trial Blocks for the Shift level only. Goal attainment scores revealed an apparently practical, yet statistically nonsignificant, effect for the three-way interaction of the manipulated factors over trial blocks. Moreover, the pattern of correlations between goals and performance reversed in the predicted direction over trial blocks for the two shift groups. However, there were no significant differences for the factors on the raw performance, satisfaction, or preference variables. The individual difference variables did not make a significant contribution to the prediction of the dependent variables after the effects of group membership were statistically controlled. The results are discussed in terms of the limitations of the method used, the weak support for the framework which guided the research, and implications for further research and implementation of goal-setting systems in organizations.
Ph. D.
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41

Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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42

Smit, Hendré. "Motor competence and goal setting in rugby /." Link to the online version, 2007. http://hdl.handle.net/10019/712.

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Harman, Wendy S. "Interruptions in the goal striving process /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/8817.

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44

Lucky, Derek. "Adolescent Goals and Their Reports of What They do to Achieve Those Goals." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2517/.

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Twenty-five adolescents' ranking of a set of equally highly valued goals on a Paired-comparisons Survey was compared with what adolescents say they are doing to achieve those goals. Results of the Paired-comparisons Survey showed that adolescents ranked career, interpersonal, and educational goals rather high and reputation and self-presentation goals rather low. Results analyzed with a contingency coefficient and biserial correlation indicated that not all number one ranked goals had the same value for a particular adolescent, and that number one ranked goals were correlated with verbal reports of concrete actions directed at achieving those goals.
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Belanger, Aimee L. "Helping to belong: Communal opportunities in STEM promote belonging in STEM." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1480295182899148.

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46

Stimson, Tierra Starr. "The precursors and outcomes of goal choice and attainment." Diss., [Riverside, Calif.] : University of California, Riverside, 2009. http://proquest.umi.com/pqdweb?index=0&did=1957340971&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1269886969&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.
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47

Powell, Anna. "Investigating the molecular substrates of goal-directed and habitual behaviour." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/56823/.

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According to contemporary learning theory, instrumental actions are controlled, in a large part, by two dissociable systems. Whilst goal-directed actions are driven by an explicit awareness of an anticipated outcome, habitual responses are the product of previously reinforced associations between contextual stimuli and salient outcomes. Although experimental lesion studies and pathological disorders, such as drug addiction and Parkinson's disease, have advanced our knowledge of the brain circuitries important in the regulation of instrumental behaviour, we still do not have a full understanding of the executive mechanisms regulating the expression of these behaviours or the neural processes which underlie the shift from �exible goal-directed actions to stimulus-bound habits that occurs naturally following repeated practice. The present work focused speci�cally on the molecular mechanisms involved in this shift. The �rst experimental section, Chapter 3, established a protocol for modelling goal-directed and habitual instrumental responding in rats. Experiment 1 measured the sensitivity of lever press responding to changes in outcome value, as an index of goal-directed behaviour, in groups of rats sourced from either Charles River or Harlan. After three sessions of instrumental training, only rats sourced from Charles River and devalued in the same context that they were trained in, rather than in a di�erent context, reduced responding for a devalued outcome. Building on these �ndings, in Experiment 2 a separate group of rats, sourced from Charles River, was trained to level press over 10 sessions. In contrast to the �rst experiment, lever press responding at test in this group of animals was insensitive to outcome devaluation. These initial experiments demonstrated evidence consistent with a training-induced shift from goal-directed to habitual instrumental behaviour and were used to inform the design of a second set of experiments, described in Chapter 4, in which region-speci�c di�erences in gene expression were compared across groups of rats with di�erent levels of lever press experience. DNA microarray analysis of tissue samples from the dorsolateral (DLS) and posterior dorsomedial striatum (pDMS), using Rat Gene 2.0 ST A�ymetrix arrays, revealed both training group- and brain region-speci�c ef- fects. Evidence of a high proportion of non-linear regulation pro�les across the training groups was indicative of experience-dependent shifts in gene expression; further- more, the high degree of separation between the training-dependent expression pro�les of the DLS and pDMS points to the dynamic engagement of distinct, region-speci�c regulatory networks over the course of instrumental learning. The experiments presented in Chapter 5 went on to investigate the role of epigenetic mechanisms, speci�cally histone acetylation, in the regulation of instrumental behaviour by using the histone deacetylase inhibitor sodium butyrate (NaB) to interfere with endogenous chromatin remodelling processes. The e�ects of systemic injections of NaB on the sensitivity of lever press behaviour to changes in outcome value were assessed in three separate studies, each designed to target a di�erent stage of learning. NaB had no e�ect on the acquisition or consolidation of goal-directed behaviour. However, after three sessions of training, the instrumental behaviour of animals receiving an injection of NaB prior to exticntion test was less sensitive to reinforcer devaluation relative to controls, suggesting that histone acetylation may be involved in the retrieval phase of instrumental learning. In an attempt to address some of the limitations of systemic drug administration, the �nal experimental chapter, Chapter 6, describes an initial exploratory investigation into the e�ects of administering NaB directly into the brain using a microinfusion protocol. Western blot analysis showed an increase in histone H4 acetylation in the mPFC following infusions of NaB targeting the infralimbic cortex. Behavioural data suggested that NaB may act to ameliorate some of the damaging e�ects of the infusion procedure, with NaB-treated animals showing enhanced sensitivity to outcome devaluation relative to controls. These preliminary data act as proof of principle for the development of a microinfusion protocol for studying the role of histone acetylation in instrumental learning and highlight a number of practical issues which will be addressed in ongoing work. Taken together the experiments presented in this thesis provide evidence for the existence of discrete gene expression changes associated with minimal or extended training regimes, and for highly speci�c e�ects of a systemically administered HDACi on components of instrumental behaviour. These data o�er new insights into the molecular mechanisms involved in the regulation of instrumental learning in rodents and provide a starting point for further investigations into the role that epigenetic processes may play in the neural plasticity underlying the transition from goal-directed to habitual behaviour.
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Abraham, Sarah R. "Using Self-Monitoring and Goal Setting to Increase Swimming in Adults." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1595802.

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Many people in the United States do not engage in the recommended levels of physical activity. Self-management strategies, including self-monitoring and goal setting, are among the interventions that have been used to increase physical activity in adults. Visual feedback has also been incorporated into interventions to increase physical activity. Minimal research has focused on increasing swimming behavior. The current study investigated the effectiveness of self-management strategies to increase swimming activity in adults. An automated recording device (watch) was used to collect data on participants’ swimming behavior. The effect of self-monitoring in the form of a self-graphing intervention to increase swimming activity was evaluated. If self-graphing alone was not effective, goal setting was added to the intervention. Three participants showed an increase in swimming activity when self-graphing was implemented. Two participants showed little or no change in activity across all phases. This study did not include any reinforcement contingencies for engaging in an increase in swimming activity. Future research directions are discussed.

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Jelassi, Ramzi. "Hur påverkar goal-setting och self-efficacy prestationer på uppgifter med olika grad av komplexitet?" Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144547.

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Många motivationsteorier existerar vilka försöker beskriva drivkraften bakom våra handlingar. En sådan är goal-setting teorin enligt vilken specifika svåra mål skapar bättre prestationer. Self-efficacy påverkar dessutom influensen av mål eftersom individer med hög self-efficacy tenderar att engagera sig mer kring uppsatta mål. Effekten av mål verkar även bero på nivån av komplexitet i en uppgift. Syftet med studien var därför att vidare undersöka hur goal-setting och self-efficacy tillsammans påverkar prestationer på uppgifter med olika grad av komplexitet. En enkätundersökning med 145 undersökningsdeltagare genomfördes där prestation på två olika uppgifter testades med och utan mål samt relaterades till generell self-efficacy. Resultaten visade dock inga signifikanta skillnader i prestation mellan grupper som blev tilldelade specifika svåra mål och grupper som inte blev tilldelade tydliga mål. Ingen signifikant påverkan av self-efficacy kunde heller påvisas för de olika betingelserna. Resultaten antas främst bero på uppgifternas korta tidsspann, deltagarnas egen förmåga och uppgifternas svårighetsgrad.
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Baker, Rebecca A. "Maximizing Multisource Feedback: The Use of Goal Setting to Facilitate Performance Improvement." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03262007-113052/.

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The present study examined a theoretical model representing the relationship between multisource feedback and performance change. The model tested was a variation of the model proposed by Smither et al. (2005), with a focus on the goal-setting mechanisms. In addition, the personality constructs of Conscientiousness, Neuroticism, learning goal orientation, and self-efficacy were examined as predictors of performance change. The results of the path analysis provided limited support for the model proposed in this study. However, significant direct relationships were observed between feedback characteristics and performance change and goal quality and performance change. More research with the proposed model is needed to determine the role of personality and its impact on performance change.
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