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Journal articles on the topic 'Goals'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Brown, Phil. "Goals and Goal Attainment:." Journal of Independent Social Work 4, no. 1 (1989): 19–35. http://dx.doi.org/10.1300/j283v04n01_03.

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2

Stamatogiannakis, Antonios, Amitava Chattopadhyay, and Dipankar Chakravarti. "Attainment versus maintenance goals: Perceived difficulty and impact on goal choice." Organizational Behavior and Human Decision Processes 149 (September 19, 2018): 17–34. https://doi.org/10.5281/zenodo.2840086.

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We argue that individuals monitor and evaluate attainment and maintenance goals differently. Attainment goalsfeature a salient current-end state discrepancy that is processed more than the corresponding match for maintenancegoals. For maintenance goals, for which a salient discrepancy is absent, contextual influences on goalsuccess/failure receive more processing than for attainment goals. Thus, objectively more difficult attainmentgoals may be judged as easier than maintenance goals, when they feature sufficiently small discrepancies, orwhen context information is unfavorable. Study 1 establi

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3

Stratton, Richard K. "Motivation: Goals and Goal Setting." Strategies 18, no. 3 (2005): 31–32. http://dx.doi.org/10.1080/08924562.2005.10591138.

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4

Hobbie, Frances R. "Goals 2000 Revisited: Goal #1." Educational Forum 66, no. 1 (2002): 50–57. http://dx.doi.org/10.1080/00131720108984799.

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5

Caballero, Rafael, Trinidad Gómez, Mercedes González, Lourdes Rey, and Francisco Ruiz. "Goal programming with dynamic goals." Journal of Multi-Criteria Decision Analysis 7, no. 4 (1998): 217–29. http://dx.doi.org/10.1002/(sici)1099-1360(199807)7:4<217::aid-mcda187>3.0.co;2-m.

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6

Leake, David B., and Ashwin Ram. "Learning, goals, and learning goals: A perspective on goal-driven learning." Artificial Intelligence Review 9, no. 6 (1995): 387–422. http://dx.doi.org/10.1007/bf00849065.

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7

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

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

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8

Herreros, Ivan, and Paul Fmj Verschure. "About the goal of a goals’ goal theory." Cognitive Neuroscience 6, no. 4 (2015): 218–19. http://dx.doi.org/10.1080/17588928.2015.1051952.

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9

Lappan, Glenda, and Adrian Treffers. "Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (1988): 184. http://dx.doi.org/10.2307/749413.

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10

C.J.B., Alan Montefiore, and Denis Noble. "Goals, No-Goals and Own Goals." Philosophical Quarterly 42, no. 167 (1992): 264. http://dx.doi.org/10.2307/2220235.

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11

Lappan, Glenda. "Review: Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (1988): 184–88. http://dx.doi.org/10.5951/jresematheduc.19.2.0184.

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In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas betw

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12

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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13

Henley, Michael. "Goals, Goal‐setting, Appraisal and School Improvement." School Organisation 9, no. 1 (1989): 143–56. http://dx.doi.org/10.1080/0260136890090112.

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14

Lee, Leonard, and Dan Ariely. "Shopping Goals, Goal Concreteness, and Conditional Promotions." Journal of Consumer Research 33, no. 1 (2006): 60–70. http://dx.doi.org/10.1086/504136.

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15

Fishbach, Ayelet, and Jinhee Choi. "When thinking about goals undermines goal pursuit." Organizational Behavior and Human Decision Processes 118, no. 2 (2012): 99–107. http://dx.doi.org/10.1016/j.obhdp.2012.02.003.

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16

Basford, Jeffrey R. "Goals and goal setting in rehabilitation research." Archives of Physical Medicine and Rehabilitation 80, no. 5 (1999): 479–80. http://dx.doi.org/10.1016/s0003-9993(99)90184-3.

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17

Beck, Philip O., and Gary Klein. "Determining restrictive goals in linear goal programs." Naval Research Logistics 36, no. 5 (1989): 675–82. http://dx.doi.org/10.1002/1520-6750(198910)36:5<675::aid-nav3220360511>3.0.co;2-p.

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18

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

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19

Gegenfurtner, Andreas, and Gerda Hagenauer. "Achievement goals and achievement goal orientations in education." International Journal of Educational Research 61 (January 2013): 1–4. http://dx.doi.org/10.1016/j.ijer.2013.08.001.

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20

Urdan, Tim, and Miranda Mestas. "The goals behind performance goals." Journal of Educational Psychology 98, no. 2 (2006): 354–65. http://dx.doi.org/10.1037/0022-0663.98.2.354.

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21

Gaudreau, Patrick, and Arthur Braaten. "Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?" Psychologica Belgica 56, no. 3 (2016): 244–68. http://dx.doi.org/10.5334/pb.266.

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22

Zhang, Yan, and Chi-yue Chiu. "Goal commitment and alignment of personal goals predict group identification only when the goals are shared." Group Processes & Intergroup Relations 15, no. 3 (2011): 425–37. http://dx.doi.org/10.1177/1368430211415440.

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23

Senko, Corwin, and Katie L. Tropiano. "Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes." Journal of Educational Psychology 108, no. 8 (2016): 1178–92. http://dx.doi.org/10.1037/edu0000114.

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24

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 (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, whe

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25

Kasewurm, Gyl A. "Goals." Hearing Journal 60, no. 4 (2007): 66. http://dx.doi.org/10.1097/01.hj.0000285749.61964.8d.

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26

Barbetta, Patricia M. "Goals." Academic Therapy 25, no. 5 (1990): 645–56. http://dx.doi.org/10.1177/105345129002500510.

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27

Gauldin, Deb. "Goals." Journal of Perinatal Education 15, no. 3 (2006): 61–62. http://dx.doi.org/10.1624/105812406x119066.

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28

Chesser, Jerald W., and Taylor Ellis. "Matching Faculty Goals and Institutional Goals." Cornell Hotel and Restaurant Administration Quarterly 35, no. 4 (1994): 80–85. http://dx.doi.org/10.1177/001088049403500422.

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29

Chesser, J. "Matching faculty goals and institutional goals." Cornell Hotel and Restaurant Administration Quarterly 35, no. 4 (1994): 80–85. http://dx.doi.org/10.1016/0010-8804(94)90097-3.

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30

Tuomela, Raimo. "What are goals and joint goals?" Theory and Decision 28, no. 1 (1990): 1–20. http://dx.doi.org/10.1007/bf00139236.

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31

Honebein, Peter C. "Goals, Feedback, and Feedback and Goals." Performance Improvement 56, no. 10 (2017): 4–5. http://dx.doi.org/10.1002/pfi.21751.

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32

Farrell, Laura, Gisele Bourgeois-Law, Sarah Buydens, and Glenn Regehr. "Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education." Teaching and Learning in Medicine 31, no. 4 (2019): 370–77. http://dx.doi.org/10.1080/10401334.2019.1576526.

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33

Corcoran, Katja, Hilmar Brohmer, Lisa V. Eckerstorfer, and Silvia Macher. "When your goals inspire my goals: the role of effort, personal value, and inference in goal contagion." Comprehensive Results in Social Psychology 4, no. 1 (2020): 78–108. http://dx.doi.org/10.1080/23743603.2020.1767502.

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34

Piper, Christopher. "Going for Goals: Presidential Appointments and Agency Goal Change." Presidential Studies Quarterly 52, no. 1 (2022): 140–67. http://dx.doi.org/10.1111/psq.12772.

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35

Aarts, Henk. "Goal setting theory and the mystery of setting goals." Motivation Science 5, no. 2 (2019): 106–7. http://dx.doi.org/10.1037/mot0000130.

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36

Barron, Kenneth E., and Judith M. Harackiewicz. "Achievement goals and optimal motivation: Testing multiple goal models." Journal of Personality and Social Psychology 80, no. 5 (2001): 706–22. http://dx.doi.org/10.1037/0022-3514.80.5.706.

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37

Futier, Emmanuel, and Benoit Vallet. "Inotropes in goal-directed therapy: Do we need 'goals'?" Critical Care 14, no. 5 (2010): 1001. http://dx.doi.org/10.1186/cc9251.

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38

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

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39

Ramı́k, Jaroslav. "Fuzzy goals and fuzzy alternatives in goal programming problems." Fuzzy Sets and Systems 111, no. 1 (2000): 81–86. http://dx.doi.org/10.1016/s0165-0114(98)00454-0.

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40

King, Ronnel B., and David A. Watkins. "“Socializing” Achievement Goal Theory: The Need for Social Goals." Psychological Studies 57, no. 1 (2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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41

Andersson, Birger, Paul Johannesson, and Jelena Zdravkovic. "Aligning goals and services through goal and business modelling." Information Systems and e-Business Management 7, no. 2 (2008): 143–69. http://dx.doi.org/10.1007/s10257-008-0084-2.

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42

Lockspeiser, Tai M., Patricia A. Schmitter, J. Lindsey Lane, Janice L. Hanson, Adam A. Rosenberg, and Yoon Soo Park. "Assessing Residents’ Written Learning Goals and Goal Writing Skill." Academic Medicine 88, no. 10 (2013): 1558–63. http://dx.doi.org/10.1097/acm.0b013e3182a352e6.

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43

Ramnerö, Jonas, and Niklas Törneke. "On Having a Goal: Goals as Representations or Behavior." Psychological Record 65, no. 1 (2014): 89–99. http://dx.doi.org/10.1007/s40732-014-0093-0.

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44

Youker, Brandon W., Ken Ford, and Nicholas Bayer. "Dismissing the goals: A comparison of four goal-dismissive goal-free evaluations." Evaluation and Program Planning 64 (October 2017): 1–6. http://dx.doi.org/10.1016/j.evalprogplan.2017.05.007.

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45

Truta, Camelia, Ana-Maria Cazan, Laura Teodora David, Stefan Albisser, and Manuela Keller-Schneider. "Psychometric qualities of the scale for goal-oriented learning motivation on two Romanian samples (Special Issue No. 2)." Bulletin of the Transilvania University of Braşov 9, no. 59 (2016): 197–204. https://doi.org/10.5281/zenodo.6811404.

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Goal-oriented learning motivation is one of the key factors underling teaching and learning sequence, as different type of goals lead to differences in effort investment for achieving task in students. Analysing the data from a large sample (N=1875) of Romanian students and from a sample of Romanian teachers (N=190), the current paper discusses the psychometric qualities of an instrument built to assess the concept. Results shows a three factors structure (learning, social approval and avoidance goals), with good reliability for the first and the second factor.

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46

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 (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 pa

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47

Benzer, Justin K., Suzannah K. Creech, David C. Mohr, and Martin P. Charns. "Learning Goals May Prevent “Goals Gone Wild”." American Journal of Public Health 104, no. 12 (2014): e1-e1. http://dx.doi.org/10.2105/ajph.2014.302264.

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48

Santosh, R., and S. Indumati. "Millennium development goals to sustainable development goals." International Journal of Social and Economic Research 10, no. 1 (2020): 36. http://dx.doi.org/10.5958/2249-6270.2020.00004.5.

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49

SOLIYEV I.I. "INNOVATIVE GOALS: CONCEPT, FORMULATION, BUILDING TREE GOALS." International Journal on Integrated Education 3, no. 11 (2020): 73–74. http://dx.doi.org/10.31149/ijie.v3i11.838.

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This article discusses the practical significance of the enterprise's chosen innovative development strategy. The process of implementing any innovative strategy in the article is based on the following innovations: the decision to switch to new technologies, updating the content and use of resources, advancing the requirements in the stages of restructuring all major and ancillary business processes

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50

Ruhil, Rohini. "Millennium Development Goals to Sustainable Development Goals." International Studies 52, no. 1-4 (2015): 118–35. http://dx.doi.org/10.1177/0020881717725926.

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