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Journal articles on the topic 'Goal (psychology)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

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

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

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2

Brandstätter, Veronika, Svenja H. Koletzko, and Martin Bettschart. "When goals loom darker: Goal ambivalence moderates the effect of goal proximity on goal‐related motivation." European Journal of Social Psychology 49, no. 4 (November 2, 2018): 778–93. http://dx.doi.org/10.1002/ejsp.2541.

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3

Leduc-Cummings, Isabelle, Marina Milyavskaya, Anne C. Holding, Richard Koestner, and Martin Drapeau. "All Goals are Equal: No Interactions Between Depressive Symptoms and Goal Characteristics on Goal Progress." Journal of Social and Clinical Psychology 41, no. 6 (December 2022): 541–77. http://dx.doi.org/10.1521/jscp.2022.41.6.541.

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Introduction. Depression is related to poor achievement and impacts people's capacity to attain their goals (American Psychiatric Association, 2013; Johnson et al., 2010; Street, 2002). But do depressive symptoms impact goal pursuit differently depending on the kinds of goals that people pursue? Methods. Across three studies (total N = 666 undergraduate students, total goals = 2,546), we examine the role of up to 16 goal characteristics as moderators in the relationship between depressive symptoms and goal progress. Depressive symptoms and goal characteristics were assessed at baseline, and participants reported on goal progress at a follow-up 1 month (Study 1), 4 months (Study 2), or 8 months (Study 3) later. Results. The effect of depressive symptoms on goal progress was nonsignificant in two out of three studies (including one with low power), but an internal meta-analysis presented a small negative effect. Most goal characteristics did not moderate the relationship between depressive symptoms and goal progress, with Bayes factors suggesting substantial to very strong evidence in favor of the null hypotheses. Discussion. The kinds of goals students pursue may not matter in the presence of depressive symptoms. On one hand, this may provide a bleak outlook in highlighting that depressive symptoms impact all goals regardless of how well they are selected. On the other hand, the effects were small, which may offer a hopeful outlook for undergraduate students experiencing depressive symptoms, who may still be able to progress on their personal goals.

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4

Kanfer, Ruth. "It's a Goal, Goal, Goal Setting World." Contemporary Psychology: A Journal of Reviews 36, no. 10 (October 1991): 847–48. http://dx.doi.org/10.1037/030241.

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5

Kukla, Andre. "Unification as a goal for psychology." American Psychologist 47, no. 8 (1992): 1054–55. http://dx.doi.org/10.1037/0003-066x.47.8.1054.b.

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6

Job, Veronika, and Veronika Brandstätter. "Get a Taste of Your Goals: Promoting Motive-Goal Congruence Through Affect-Focus Goal Fantasy." Journal of Personality 77, no. 5 (October 2009): 1527–60. http://dx.doi.org/10.1111/j.1467-6494.2009.00591.x.

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7

Conroy-Beam, Daniel, and David M. Buss. "A deeper integration of Selfish Goal Theory and modern evolutionary psychology." Behavioral and Brain Sciences 37, no. 2 (April 2014): 140–41. http://dx.doi.org/10.1017/s0140525x13001982.

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AbstractConceptually integrating Selfish Goal Theory with modern evolutionary psychology amplifies theoretical power. Inconsistency, a key principle of Selfish Goal Theory, illustrates this insight. Conflicting goals of seeking sexual variety and successful mate retention furnish one example. Siblings have evolved goals to cooperate and compete, a second example. Integrating Selfish Goal Theory with evolutionary theory can explain much inconsistent goal-directed behavior.

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8

Nechansky, Helmut. "The four modes of coexistence in psychology and group dynamics." Kybernetes 45, no. 3 (March 7, 2016): 371–92. http://dx.doi.org/10.1108/k-09-2014-0193.

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Purpose – The purpose of this paper is to show how behavioral descriptions in psychology and group dynamics can be related to four goal-setting processes and to four mode of existence. Design/methodology/approach – Some person A can approach a person B with an inclination to realize one of four goal-setting processes: (1) A sets goals for B; (2) A sets no own goals; (3) A pursues own goals alone; (4) A and B develop mutual goals. Depending on their choice of inclinations an interaction of A and B can lead to four modes of coexistence: (1) Conflict – A and B fight; (2) Hierarchy – A submits to B; (3) Independence in niches – A and B do not interact; (4) Cooperation – A and B work together. The paper investigates how these theoretical options – four inclinations for different goal-set processes and four modes of coexistence – show in behavioral descriptions in psychology and group dynamics. Findings – Psychic states studied in psychology (e.g. by Freud, Berne, Horney) can be related to one of the four inclinations. Interaction patterns studied in group dynamics (e.g. by Steiner, Schindler, Bion) describe aspects of the four modes of coexistence. Practical implications – Behavioral descriptions of various schools of psychology and group dynamics can be classified according to theoretically derivable basic options of goal-orientated behavior. Originality/value – The paper shows the application of a theoretical framework covering all options of goal-orientated behavior available in the behavioral sciences.

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McGregor, Simon, and Ron Chrisley. "The Physical Mandate for Belief-Goal Psychology." Minds and Machines 30, no. 1 (March 2020): 23–45. http://dx.doi.org/10.1007/s11023-020-09515-w.

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10

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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Leander, N. Pontus, and James Y. Shah. "For Whom the Goals Loom: Context-Driven Goal Contagion." Social Cognition 31, no. 2 (April 2013): 187–200. http://dx.doi.org/10.1521/soco.2013.31.2.187.

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12

Brophy, Jere. "Goal Theorists Should Move on From Performance Goals." Educational Psychologist 40, no. 3 (September 2005): 167–76. http://dx.doi.org/10.1207/s15326985ep4003_3.

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13

Boersma, Sandra N., Stan Maes, Katherine Joekes, and Elise Dusseldorp. "Goal Processes in Relation to Goal Attainment." Journal of Health Psychology 11, no. 6 (December 2006): 927–41. http://dx.doi.org/10.1177/1359105306069095.

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14

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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15

Nebel, Steve, Sascha Schneider, Janine Schledjewski, and Günter Daniel Rey. "Goal-Setting in Educational Video Games." Simulation & Gaming 48, no. 1 (November 30, 2016): 98–130. http://dx.doi.org/10.1177/1046878116680869.

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Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.

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16

Kung, Franki Y. H., and Abigail A. Scholer. "Moving Beyond Two Goals: An Integrative Review and Framework for the Study of Multiple Goals." Personality and Social Psychology Review 25, no. 2 (February 4, 2021): 130–58. http://dx.doi.org/10.1177/1088868320985810.

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Historically, the study of multiple goals has focused on the dynamics between two goals as the prototypical example of multiple goals. This focus on dyadic relations means that many issues central to the psychology of more than two goals are still unexplored. We argue that a deeper understanding of multiple-goal issues involves moving beyond two goals. Doing so not only reveals new insights about goal relations (e.g., how one dyadic relation affects another) but also introduces goal structure (how goals and goal relations are positioned relative to each other) as a variable in its own right worthy of study. In our review, we discuss current knowledge gaps, review methodologies both in terms of existing techniques and novel techniques we propose, and highlight new directions from moving beyond two goals—what new questions emerge and what dynamics, including intersectional issues (e.g., between goal properties and goal structure), become possible to explore.

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17

Biner, Paul M. "Effects of difficulty and goal value on goal valence." Journal of Research in Personality 21, no. 3 (September 1987): 395–404. http://dx.doi.org/10.1016/0092-6566(87)90020-1.

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18

Xiao, Na. "Goals or semantic constructs? Different choice setting and choice goal activation." Journal of Consumer Behaviour 19, no. 1 (January 2020): 24–35. http://dx.doi.org/10.1002/cb.1791.

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19

Veltkamp, Martijn, Henk Aarts, and Ruud Custers. "Perception in the Service of Goal Pursuit: Motivation to Attain Goals Enhances the Perceived Size of Goal-Instrumental Objects." Social Cognition 26, no. 6 (December 2008): 720–36. http://dx.doi.org/10.1521/soco.2008.26.6.720.

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20

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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21

Austin, James T., and Jeffrey B. Vancouver. "Goal constructs in psychology: Structure, process, and content." Psychological Bulletin 120, no. 3 (November 1996): 338–75. http://dx.doi.org/10.1037/0033-2909.120.3.338.

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22

Guydish, J., and Robert P. Markley. "Evaluation of psychology training: A goal oriented approach." Evaluation and Program Planning 9, no. 2 (1986): 153–59. http://dx.doi.org/10.1016/0149-7189(86)90035-2.

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23

Koch, Alexander K., and Julia Nafziger. "Motivational goal bracketing with non-rational goals." Journal of Behavioral and Experimental Economics 94 (October 2021): 101740. http://dx.doi.org/10.1016/j.socec.2021.101740.

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24

Halonen, Jane S., Susan A. Nolan, Sue Frantz, Rebecca A. Hoss, Maureen A. McCarthy, Thomas Pusateri, and Katherine Wickes. "The Challenge of Assessing Character: Measuring APA Goal 3 Student Learning Outcomes." Teaching of Psychology 47, no. 4 (September 11, 2020): 285–95. http://dx.doi.org/10.1177/0098628320945119.

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Goal 3 of the APA Goals for Undergraduate Major in Psychology specifies three dimensions of character development deemed central to the major. The purpose of this article is to review the current state of practice that addresses how we measure student learning in ethical reasoning, interpersonal relationship-building, and diversity-related skills, including globally. Deemed the most difficult goal to measure by the organizers of the Summit on National Assessment in Psychology, Goal 3 still generated a variety of strategies to assist in teaching and assessing aspects of the major dedicated to character development; however, this category remains one of significant untapped potential. We conclude by evaluating what gaps in assessing these goals exist and still need to be addressed.

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25

Donovan, John J., and Leifur Geir Hafsteinsson. "The Impact of Goal-Performance Discrepancies, Self-Efficacy, and Goal Orientation on Upward Goal Revision1." Journal of Applied Social Psychology 36, no. 4 (April 12, 2006): 1046–69. http://dx.doi.org/10.1111/j.0021-9029.2006.00054.x.

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26

Vancouver, Jeffrey B., Justin M. Weinhardt, and Aaron M. Schmidt. "A formal, computational theory of multiple-goal pursuit: Integrating goal-choice and goal-striving processes." Journal of Applied Psychology 95, no. 6 (2010): 985–1008. http://dx.doi.org/10.1037/a0020628.

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27

Smith, Daniel, and Emily Oliver. "Dispositional goals and academic achievement: Refining the 2x2 achievement goal model." Sport & Exercise Psychology Review 16, no. 1 (April 2020): 20–37. http://dx.doi.org/10.53841/bpssepr.2020.16.1.20.

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Achievement goal theory (AGT) is widely used to examine the influences of goal adoption on academic and sporting achievement. Striving for methodological coherence with AGT’s ever expanding scope (Korn & Elliot, 2016), we examined the 2x2 framework and propose a refined model outlining the theoretical differences between achievement goal orientations. Building on Van Yperen’s concept of a dominant achievement goal approach we developed and tested a method of representing a dominant dispositional achievement goal (DDAG). The construct symbolises preference for one achievement goal while recognising that multiple achievement goals can be valued in a dispositional orientation. Finally, we measured the relationship between dispositional achievement goals, including work-avoidance goals and the DDAG, and academic performance of 165 university students. Contrary to expectations, mastery-approach, mastery-avoidance, performanceapproach and performance-avoidance positively correlated with academic grade, although approach goals predicted performance more strongly than avoidance goals. Consistent with previous studies of pharmacy students, work-avoidance negatively predicted academic grade. However, although the DDAG successfully captured dominant goal distribution, scores did not predict academic attainment. We argue for the application of consistent conceptualisations of AGT to clarify the role of achievement goals in promoting learning and academic performance to inform educational practice in sport and exercise psychology.

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Van Mierlo, Heleen, and Ad Kleingeld. "Goals, Strategies, and Group Performance: Some Limits of Goal Setting in Groups." Small Group Research 41, no. 5 (August 18, 2010): 524–55. http://dx.doi.org/10.1177/1046496410373628.

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29

Hollenbeck, John R., and Charles R. Williams. "Goal importance, self-focus, and the goal-setting process." Journal of Applied Psychology 72, no. 2 (1987): 204–11. http://dx.doi.org/10.1037/0021-9010.72.2.204.

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30

Schultheiss, Oliver C., and Joachim C. Brunstein. "Goal Imagery: Bridging the Gap Between Implicit Motives and Explicit Goals." Journal of Personality 67, no. 1 (February 1999): 1–38. http://dx.doi.org/10.1111/1467-6494.00046.

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31

Ntoumanis, Nikos, Laura C. Healy, Constantine Sedikides, Alison L. Smith, and Joan L. Duda. "Self-Regulatory Responses to Unattainable Goals: The Role of Goal Motives." Self and Identity 13, no. 5 (February 25, 2014): 594–612. http://dx.doi.org/10.1080/15298868.2014.889033.

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32

Senko, Corwin, and Judith M. Harackiewicz. "Achievement Goals, Task Performance, and Interest: Why Perceived Goal Difficulty Matters." Personality and Social Psychology Bulletin 31, no. 12 (December 2005): 1739–53. http://dx.doi.org/10.1177/0146167205281128.

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Madigan, Daniel J., Joachim Stoeber, and Louis Passfield. "Perfectionism and achievement goals revisited: The 3 × 2 achievement goal framework." Psychology of Sport and Exercise 28 (January 2017): 120–24. http://dx.doi.org/10.1016/j.psychsport.2016.10.008.

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34

Thorgren, Sara, and Joakim Wincent. "Passion and challenging goals: drawbacks of rushing into goal-setting processes." Journal of Applied Social Psychology 43, no. 11 (November 2013): 2318–29. http://dx.doi.org/10.1111/jasp.12181.

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35

Bargh, John A., Michelle Green, and Gráinne Fitzsimons. "The Selfish Goal: Unintended Consequences of Intended Goal Pursuits." Social Cognition 26, no. 5 (October 2008): 534–54. http://dx.doi.org/10.1521/soco.2008.26.5.534.

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36

Ludwig, Rita M., Sanjay Srivastava, and Elliot T. Berkman. "Predicting Exercise With a Personality Facet: Planfulness and Goal Achievement." Psychological Science 30, no. 10 (September 17, 2019): 1510–21. http://dx.doi.org/10.1177/0956797619868812.

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Establishing reliable predictors of health behavior is a goal of health psychology. A relevant insight from personality psychology is that facets can predict specific behaviors better than broad traits do. We hypothesized that we could predict physical activity with a facet of conscientiousness related to goal pursuit—planfulness. We measured the relationship between Planfulness Scale scores and physical activity in 282 individuals over a total of 20 weeks, using a piecewise latent growth curve model. We additionally tested whether planfulness uniquely relates to activity when compared with related constructs. Finally, ratings of participants’ written goals were correlated with these personality traits and physical activity. We found that planfulness was positively associated with average visits to a recreational center, that planfulness explained unique variance in activity, and that planfulness correlated with the descriptiveness of written goals. We conclude that the Planfulness Scale is a valid measurement uniquely suited to predicting goal achievement.

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O'Connor, Rory C., Louisa Fraser, Marie-Claire Whyte, Siobhan MacHale, and George Masterton. "Self-regulation of unattainable goals in suicide attempters: The relationship between goal disengagement, goal reengagement and suicidal ideation." Behaviour Research and Therapy 47, no. 2 (February 2009): 164–69. http://dx.doi.org/10.1016/j.brat.2008.11.001.

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Thompson, Jennifer L. W., Aaron S. Richmond, Barika Barboza, Jennifer Bradley, J. Noland White, and R. Eric Landrum. "Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology." Teaching of Psychology 47, no. 4 (September 11, 2020): 262–73. http://dx.doi.org/10.1177/0098628320945113.

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Although many psychology departments and instructors are aware of the American Psychological Association Guidelines for the Undergraduate Psychology Major Version 2.0, they are often less aware of the means by which to assess student mastery of the recommended goals. Our purpose is to discuss general principles for assessment, offer a psychology learner taxonomy that aligns with Goal 1 of the Guidelines 2.0, and present a rubric for reviewing assessments. Goal 1 of the Guidelines 2.0 is based on content knowledge in psychology. Whereas most assessments allow for the measure of the mastery of content to different extents, the results of those assessments can be invalid due to the design or inappropriate use of the rubric. The working group at the Summit on National Assessment of Psychology addressed these issues and curated evidence-informed assessment exemplars designed to measure content knowledge in psychology.

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McKee, Heather C., and Nikos Ntoumanis. "Multiple-goal management: An examination of simultaneous pursuit of a weight-loss goal with another goal." Journal of Health Psychology 19, no. 9 (May 16, 2013): 1163–73. http://dx.doi.org/10.1177/1359105313485484.

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Rezwan, Roksana Binte, and Yoshi Takahashi. "The Psychology behind Knowledge Hiding in an Organization." Administrative Sciences 11, no. 2 (May 27, 2021): 57. http://dx.doi.org/10.3390/admsci11020057.

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This study aimed to understand the psychological process behind employees’ knowledge hiding (KH) behaviors in organizations. KH is an intentional act of concealing knowledge when it is requested by a colleague and can lead to counterproductive consequences for the organization. Therefore, this study synthesized previous studies (n = 88) on KH through a systematic literature review. We used the cognitive–motivational–relational (CMR) theory of emotion to create a framework for the studies’ findings. Based on the framework, the psychological process behind KH has two stages—personal goal generation and the knowledge-request event appraisal process, each of which contains its own CMR process. In the first stage, an individual’s internal and external attributes related to the organization shape their personal goals. In the second stage, an individual appraises the features of a knowledge-request event in terms of both their personal goal and the internal and external attributes that created the goal. If the knowledge request is appraised as harmful for the personal goal, emotion arises and leads to the manifestation of KH. This study contributes to the knowledge management literature as, to our knowledge, it is the first to propose a CMR theory-based framework to understand the overall psychological process behind KH.

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41

SHUKLA, PRIYANKA. "Positive Psychology, Indian Psychology and Spirituality." Dev Sanskriti Interdisciplinary International Journal 7 (January 31, 2016): 12–26. http://dx.doi.org/10.36018/dsiij.v7i0.72.

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Positive psychology is a relatively new field that examines how ordinary people can become happier and more fulfilled. Positive psychology is a science of positive aspects of human life, such as happiness, well-being and flourishing. Indian psychology is an approach to psychology based on the Indian ethos. Indian Psychology is essentially positive and rooted in the consciousness-based Indian worldview, yoga and a life-affirming spirituality. Human life is a journey of the soul which resides in the human body. Indian psychology highlights the pathway to make this journey easy and the ultimate goal of liberation of the soul (moksha) achievable through yoga, meditation and prayer. Humans are made of the body, mind, intellect, ego and soul and only soul can help to attain ultimate happiness and bliss through spirituality. The present paper is an attempt to explain that both positive psychology and Indian psychology focus on human happiness and their unique strength; and discusses how goals of positive psychology can be achieved through the rich Indian spiritual heritage. Indian psychology and spirituality share a framework that human has enormous potential hidden in its being. Indian scriptures (Vedas, Upanishads, Yoga, Bhagavad Gita) and spiritual practices (Yoga, meditation and prayer) help to discipline the mind to achieve balance, (samyavastha) to overcome the hindrance in the pursuit of happiness and to improve the qualities of different roles we play in our lives. In this way the Indian spiritual practices have important implications for the achievement of goals of Positive Psychology i.e. wisdom and knowledge, courage, humanity, justice and transcendence and makes life worth living.

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42

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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43

Okun, Morris A., Chris Fairholme, Paul Karoly, Linda S. Ruehlman, and Craig Newton. "Academic goals, goal process cognition, and exam performance among college students." Learning and Individual Differences 16, no. 3 (January 2006): 255–65. http://dx.doi.org/10.1016/j.lindif.2006.04.001.

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Attenweiler, William J., and DeWayne Moore. "Goal Orientations." Educational and Psychological Measurement 66, no. 2 (April 2006): 342–52. http://dx.doi.org/10.1177/0013164405282473.

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Chazan, Devon J., Gabrielle N. Pelletier, and Lia M. Daniels. "Achievement Goal Theory Review: An Application to School Psychology." Canadian Journal of School Psychology 37, no. 1 (December 14, 2021): 40–56. http://dx.doi.org/10.1177/08295735211058319.

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Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

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

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A measure for workplace goal orientation was developed and validated across three independent samples. In Study 1 (n = 415), scales for workplace learning, performance, and avoidance goal orientation were developed. Study 2 (n = 511) examined the scales’ associations with dispositional goal orientations and employee achievements. Study 3 (n = 292) investigated the scales’ associations with several workplace characteristics, that is, autonomy, challenging work, and Leader-Member Exchange (LMX). The data were analyzed with confirmative factor analysis and structural equation modeling. Overall, the findings indicate that the scales were reliable, measured distinct constructs, were distinct from measures for dispositional goal orientation, contributed to the prediction of self-reported achievement beyond the effect of dispositional goal orientation, and had meaningful relationships with workplace characteristics. As such, the new measure appears a valuable tool for measuring workplace goal orientation that can be used for theoretical and applied purposes.

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

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Abstract. We investigated the construct and criterion-related validity of workplace goal orientation via two studies. Aiming to extend prior findings on this construct ( Van Dam, 2015 ), in Study 1 ( N = 334), we inspected the predictive role that learning, performance-approach, and performance-avoidance goal orientation at work play in terms of employees’ learning, task, and contextual performance. In Study 2 ( N = 201), we examined the mediating role of proactive behavior concerning the relationship between workplace (learning) goal orientation and performance. First, we found evidence for the three-dimensional structure of the translated and adapted German measurement instrument across two independent samples of employees. Second, we found support for the criterion-related validity of workplace goal orientation for important work-related outcomes. Especially learning goal orientation was positively related to learning and performance outcomes within the work context. Third, we demonstrated that the link between workplace learning goal orientation and performance is mediated by proactive behavior. It therefore seems inevitable for organizations to support the setting and pursuit of learning goals within the workplace to increase the probability of the occurrence of proactive behavior and sustain employees’ high performance and continuous learning.

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Fitzsimons, Gráinne M., Eli J. Finkel, and Michelle R. vanDellen. "Transactive goal dynamics." Psychological Review 122, no. 4 (October 2015): 648–73. http://dx.doi.org/10.1037/a0039654.

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Oettingen, Gabriele, and Peter M. Gollwitzer. "Embodied goal pursuit." European Journal of Social Psychology 39, no. 7 (December 2009): 1210–13. http://dx.doi.org/10.1002/ejsp.685.

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