Relevant bibliographies by topics / Goal orientation

Contents

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

Academic literature on the topic 'Goal orientation'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Goal orientation"

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Lewis, Scott E. "Goal orientations of general chemistry studentsviathe achievement goal framework." Chemistry Education Research and Practice 19, no. 1 (2018): 199–212. http://dx.doi.org/10.1039/c7rp00148g.

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The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, students report higher task and self orientations than other orientation. Task orientation had a positive relationship with exam performance and self orientation had a negative relationship with exam performance. Clustering students showed that for the majority of students task and self orientations moved concurrently and students with low preference across the three orientations also performed lowest on exams. Finally, students in classes using Flipped-Peer Led Team Learning, a pedagogy designed to bring active learning to a large lecture class, showed higher task orientation than those in classes with lecture-based instruction.
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Levontin, Liat, and Anat Bardi. "Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation." Personality and Social Psychology Bulletin 44, no. 8 (April 11, 2018): 1258–69. http://dx.doi.org/10.1177/0146167218765745.

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Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.
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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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VandeWalle, Don. "Goal orientation:." Organizational Dynamics 30, no. 2 (November 2001): 162–71. http://dx.doi.org/10.1016/s0090-2616(01)00050-x.

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Atoum, Adnan, Khaled Al-Bashtawi, and Abdel Lateef Al-Momani. "Time Orientation and its Relationship with Goal Orientation." Advances in Social Sciences Research Journal 7, no. 6 (June 27, 2020): 450–59. http://dx.doi.org/10.14738/assrj.76.8437.

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The objectives of the study are to investigate time orientation and goal orientation levels in light of some variables, and to identify the relationship between the two variables. The sample of the study consists of 698 male and female students studding at Yarmouk University. Zimbardo and Boyd (1999) Time Orientation Scale and Abu Ghazal et al., (2013) Goal Orientation Scale are used after assessing the validity and reliability for both scales. The results of the study showed that the past positive domain in time orientation ranked first, followed by future past negative, present hedonism, present fatalistic, respectively. The results also showed that the domain of mastery-approach in goal orientations ranked first, followed by performance-avoidance, and finally performance-approach. The results of the study indicated a statistically significant positive correlations between future time orientation and mastery- approach goal orientation, and between past negative time orientation and performance- avoidance goal orientation. There are statistically significant positive correlations between time orientation domains and goals orientations domains except a negative correlation between present fatalistic time orientation and mastery-approach goal orientation
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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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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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Lee, Hsu-Hua, and Tsau-Tang Yang. "Employee Goal Orientation, Work Unit Goal Orientation and Employee Creativity." Creativity and Innovation Management 24, no. 4 (May 4, 2015): 659–74. http://dx.doi.org/10.1111/caim.12118.

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Tercanlioglu, Leyla. "Achievement Goal Theory: A Perspective on Foreign-Language-Learners' Motivation." TESL Canada Journal 21, no. 2 (June 12, 2004): 34. http://dx.doi.org/10.18806/tesl.v21i2.173.

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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.
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Medcof, John W. "TEAMWORK GOAL ORIENTATION AS A NEW COMPONENT OF GOAL ORIENTATION CONCEPTUALIZATION." Academy of Management Proceedings 2006, no. 1 (August 2006): O1—O6. http://dx.doi.org/10.5465/ambpp.2006.22898642.

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Dissertations / Theses on the topic "Goal orientation"

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Martinez, Miron Erika Annabel. "Goal orientation in tutoring systems." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486989.

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Attempts to model a student's motivational state by educational systems have ignored an important factor relevant to the learning process: the type of goal orientation preferred by the student. Students with mastery goals aim to develop new skills and competencies, whereas students with performance goals try to demonstrate competence or achieve high levels of normative ability. Much of the research suggests that a mastery orientation fosters an adaptive pattern of achievement, whereas performance goals promote a maladaptive pattern (associated with a low level of learning engagement, frequent use of shallow processing strategies, less frequent use of self-regulatory strategies, ability attribution for failure and a low level of persistence after failures); however other authors propose that more research needs to be done before discarding multiple goal orientation, which also promotes a performance goal orientation, This thesis explores the role of goal orientation in the context of educational software. We argue that if a particular goal orientation is emphasized by a computer program that matches the student's goil! orientation, then a h~gh level of student's motivation can be maintained and the possibilities of enhanced learning gains are increased. In order to determine whether the application of goal theory in educational software could affect students' learning gains, an existing system, Ecolab II, for teaching children about food webs and chains was extended. This system is based on a Vygotskian learning model. Two versions of the Ecolab II were implemented. Each version emphasizes either a mastery (moEcolab) or a performance goal orientation (poEcolab). An empirical evaluation study was undertaken �·with children aged between 9 and 11 years old. Students were randomly allocated into three groups and were asked to interact either with moEcolab, poEcolab or Ecolab II. The res1Jlts of this study suggest that students' goal orientation in a computer interaction context plays an important role. In particular the evaluation found evi- . dence that highlighting achievement goals in a computer context helps to positively affect the way children interact and learn from the system. In brief, the main research contribuitons of this thesis are: �� Proposing forms to provide goal-oriented contexts in software. �� Finding out some evidence that supports the consideration of goal orientation issues in the design and implementation of ITSs. �� Suggesting ways to help to clarify the issues of dimensionality and dispositional/situational aspects of goal orientation theory when interacting with a piece of software.
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Worden, Aileen. "Goal orientation : building a nomological network." Thesis, Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/28766.

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Hafsteinsson, Leifur Geir. "The Interacting Effect of Self-Efficacy and Performance Goal Orientation on Goal Setting and Performance: The Positive Side of Performance Goal Orientation." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/31534.

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The empirical literature on goal orientation is ambiguous in relation to the supposed effects of performance goal orientation (PGO) on goal setting and performance. In an attempt to clear up this issue it was hypothesized based on Carol Dweckâ s (1989) theoretical framework that dispositional performance goal orientation would interact with self-efficacy in their effect on level of self-set goal and performance, such that the relationship between PGO and goals (and performance) would be positive for individuals high on self-efficacy, while negative for individuals low on self-efficacy. Furthermore it was predicted that learning goal orientation would be positively related to both goals and performance. In both cases it was predicted that goals would serve as a mediator between the goal orientations and performance. The hypotheses were tested using a diverse sample (N = 146) of Icelandic job applicants on their way to a job interview. No support for the hypotheses was found. Potential causes for the non-findings are identified and analyzed and the status of the goal orientation construct is discussed.
Master of Science
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Blankenship, Cindy Ann. "The relationship between attachment security, achievement orientation, and general goal orientation /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004217.

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Klossek, Ulrike. "The role of goals and goal orientation as predisposing factors for depression." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18339.

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Part I: Systematic Literature Review. Dysregulation of the motivational and incentive functions that underlie goal setting and goal pursuit is thought to be a key factor implicated in the aetiology of Major Depressive Disorder. Although research over the past two decades has shown that motivational and cognitive factors can play an important role in increasing negative affect and making individuals vulnerable to depression, much of this work has involved dysphoric and non-depressed samples and much less is known about their role in the maintenance of and recovery from clinical depression. The objective of the present study was therefore to identify and synthesize the evidence from studies that examined goals, goal pursuit and goal orientation in clinically depressed individuals. Only 9 studies meeting the inclusion criteria could be identified through systematic literature searches and were heterogeneous in design and quality. The results therefore do not allow strong conclusions to be drawn and need to be interpreted with caution. Bearing this caveat in mind, the findings did not support the idea that depressed individuals set fewer, less valued or more avoidant personal goals than non-depressed individual and suggested that problems were more likely to lie in the motivational and cognitive processes governing goal engagement and goal pursuit. Factors identified by the present studies likely to play a significant role in disrupting motivational processes and promoting maladaptive strategies of goal pursuit were perceived goal attainability, perceived lack of control, personal resources and skills required, type of goal focus, lack of goal specificity and goal engagement and disengagement processes. The results of two randomised clinical trials further suggested that therapies focusing on goal dysregulation in patients identified to lack adaptive strategies for goal pursuit and goal reengagement may be more effective than standard models. These findings identified promising areas for future research and highlight the importance of understanding individual profiles and subtypes of depression in order to target key areas of dysregulation and tailor treatment accordingly and in collaboration with the patient. The review highlighted the paucity of good quality studies involving samples of clinically depressed individuals and the need for more translational work focusing on clinically significant outcomes and developing reliable measures to assess day-to-day goal engagement and pursuit in depressed individuals. Abstract - Part II: Empirical paper. Goal orientation theory suggests that adopting a self-worth goal orientation (seeking self-validation and avoiding proof of worthlessness) may make individuals more vulnerable to depression, whereas pursuing learning goals (seeking personal growth and improving one's abilities) might represent a protective factor. This study examined whether adopting different goal orientations following negative performance feedback and unfavourable social comparison affected mood and performance on a subsequent performance task. Trait goal orientation was assessed in a sample of 86 U.K. university students who were allocated to three experimental groups receiving self-worth goal, learning goal and no instructions after receiving negative feedback on the first performance task. The findings provided some support for the original predictions of goal orientation theory (Dykman, 1998). Validation-seeking was associated with greater anticipatory anxiety following a negative event as well as reduced confidence when faced with a performance challenge. However, the results provided no substantial evidence to suggest that adopting a 'state' learning goal orientation vs. self-worth goal orientation mitigates the experience of negative affect or helplessness responses. Potential implications of the findings regarding the utility of the goal orientation construct as a predictor of depression vulnerability are discussed in the light of methodological limitations of the present study.
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McKinney, Arlise P. "Goal Orientation: A test of competing models." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11074.

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This research examined the validity of the 2-factor (e.g., Button, Mathieu, and Zajac, 1996) and 3-factor (e.g., VandeWalle, 1997) models of goal orientation. These models differ in specifying the dimensionality, measurement, and nomological network for learning goal orientation and performance goal orientation constructs. This study specifically tested the factorial and nomological validity of each model of goal orientation. The factorial validity was examined through a series of nested models and evaluating model fit parameters. The nomological validity of goal orientation was examined testing theoretically-derived relationships with the self-concept traits (e.g., core self-evaluations) of self-esteem, internal locus of control, generalized self-efficacy, and emotional stability. In addition, goal orientation relationships with need for achievement, fear of negative evaluation, and social desirability were also examined. Results of this study yielded mixed findings for the a priori models. Data from a student sample (N=314) and an employee sample (N=114) resulted in mixed findings across models and across samples. Although there was general support for both factor structures, several psychometric weaknesses were noted in the scales including low factor loadings, low factor variances, and low inter-item correlations. Additionally, results of the test-retest stability of goal orientation constructs were lower than desired across both models. Results of the hypothesized relationships found consistent support for learning goal orientation relationships, while the results for performance goal orientation were mixed. Learning goal orientation reflected positive and moderate levels of associations (i.e., r >.20) with self-esteem, internal locus of control, generalized self-efficacy, emotional stability, need for achievement and negatively related to fear of negative evaluation. Learning goal orientation also reflected positive but smaller levels of association with social desirability. Hypothesized relationships were supported for VandeWalle's (1997) performance avoid goal orientation reflecting negative relationships with the same correlates, except for a positive association with fear of negative evaluation. In general, the hypothesized relationships for Button et al.'s (1996) performance goal orientation and VandeWalle's (1997) performance prove goal orientation were not supported. These relationships resulted in near zero-correlations. Implications for future research addressing the conceptual framework, measurement and nomological relationships for goal orientation are discussed.
Ph. D.
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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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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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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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Porter, John D. "Goal orientation framing and its influence on performance." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/27891.

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Motivated by the regulatory focus theory and the Offensive Mindset theory, I researched the influence of framed instructions (offensive, defensive, no messaging) in stressful and stress-free environments. Participants (N = 213) completed one of two tests a basic math test in a quiet room and a simulated shooting course in a room with the games volume maximized. Participants were primarily active-duty military, along with civilian staff members, teaching professors and lecturers. Participants rolled dice to randomly select the framing instructions that they would be given. In the basic math test, participants who received framed instructions consistent with their regulatory focus answered more questions correctly than those who received framed instructions that were incompatible. For example, a promotion-focused participant receiving defensive messaging answered fewer questions correctly than one receiving offensive messaging. Under simulated shooting, course game offensive framing showed an increase in both speed and accuracy regardless of regulatory focus. This research represents one of the first tests of regulatory focus and messaging conducted under stress. The results were unexpected and may open new doors in research.
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Books on the topic "Goal orientation"

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Counseling kids: "a view from the front lines with the goal of stimulating valid functional orientation for counselors in the schools". Muncie, IN: Accelerated Development, 1991.

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How to get into and graduate from college in four years with good grades, a useful major, a lot of knowledge, a little debt, great friends, happy parents, maximum party attendance, minimal weight gain, decent habits, fewer hassles, a career goal, and a super attitude, all while remaining extremely cool. Miami, Fla: Westgate Publishing & Entertainment, 1992.

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Anderman, Eric M. Changes in achievement goal orientations after the transition to middle school. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Santrock, John W. Your guide to college success: Strategies for achieving your goals. 3rd ed. Belmont, CA: Thomson/Wadsworth, 2005.

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S, Halonen Jane, ed. Your guide to college success: Strategies for achieving your goals. 2nd ed. Belmont, CA: Wadsworth Thomson Learning, 2002.

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Santrock, John W. Your guide to college success: Strategies for achieving your goals. 6th ed. Boston, MA: Wadsworth Cengage Learning, 2010.

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S, Halonen Jane, ed. Your guide to college success: Strategies for achieving your goals. 3rd ed. Belmont, CA: Thomson/Wadsworth, 2004.

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Santrock, John W. Your guide to college success: Strategies for achieving your goals. Belmont, CA: Wadsworth Pub. Co., 1999.

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S, Halonen Jane, ed. Your guide to college success: Strategies for achieving your goals. 6th ed. Boston, MA: Wadsworth Cengage Learning, 2010.

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Learning to deliberate in religious education: Goal orientations and educational methods of Christian adult education in a pluralist context. Wien: Lit, 2012.

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Book chapters on the topic "Goal orientation"

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Badura, Jens, Broder Breckling, Thomas Potthast, and Jan Barkmann. "Conclusions: A Generalizing Framework for Biological Orientation Orientation." In Eco Targets, Goal Functions, and Orientors, 355–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-58769-6_23.

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Matsuo, Makoto. "Goal Orientation, Critical Reflection, and Unlearning." In Unlearning at Work, 13–29. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3799-5_2.

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Paparoidamis, Nicholas G., Ruben Chumpitaz, and Raluca Mogos Descotes. "Sales Managers’ Learning Orientation, Salespeople Goal Orientation and Overall Organizational Performance." In Proceedings of the 2009 Academy of Marketing Science (AMS) Annual Conference, 181. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10864-3_98.

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Bossel, Hartmut. "Ecosystem and Society: Orientation for Sustainable Development." In Eco Targets, Goal Functions, and Orientors, 366–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/978-3-642-58769-6_25.

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van Lamsweerde, Axel, and Emmanuel Letier. "From Object Orientation to Goal Orientation: A Paradigm Shift for Requirements Engineering." In Radical Innovations of Software and Systems Engineering in the Future, 325–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24626-8_23.

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Güler, Mustafa. "The Effect of Goal Orientation on Student Achievement." In The Factors Effecting Student Achievement, 291–307. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_18.

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Hershkovitz, Arnon, Michael Wixon, Ryan S. J. d. Baker, Janice Gobert, and Michael Sao Pedro. "Carelessness and Goal Orientation in a Science Microworld." In Lecture Notes in Computer Science, 462–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21869-9_70.

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Berkem, Birol. "‘Contextual Objects’ or Goal Orientation for Business Process Modeling." In Object-Oriented Technology: ECOOP’98 Workshop Reader, 232–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-49255-0_52.

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Hewiitt, Paul L., and Gordon L. Flett. "Perfectionism and goal orientation in impulsive and suicidal behavior." In The impulsive client: Theory, research, and treatment., 247–63. Washington: American Psychological Association, 1993. http://dx.doi.org/10.1037/10500-013.

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Yokoyama, Mai, and Kazuhisa Miwa. "Relationship Between Goal Orientation, Conception of Learning, and Learning Behavior." In Cognition and Exploratory Learning in the Digital Age, 23–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48190-2_2.

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Conference papers on the topic "Goal orientation"

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Iancheva, Tatiana, and Milena Kuleva. "GOAL ORIENTATION AND COPE WITH SUCCESS IN SPORT." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/45.

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Yu, Ai-Qun, Jia-Qi Wu, and Ding-Xiang Liu. "The Value Orientation and Ultimate Goal of Education." In Proceedings of the 3rd Annual International Conference on Education and Development (ICED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iced-18.2018.11.

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Darimont, Robert, and Christophe Ponsard. "Supporting quantitative assessment of requirements in Goal Orientation." In 2015 IEEE 23rd International Requirements Engineering Conference (RE). IEEE, 2015. http://dx.doi.org/10.1109/re.2015.7320443.

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Yanghua, Jin. "Collective Goal Orientation and Justice Climate on Team Learning." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.221.

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KONDAUROVA, O. P. "COMPANY’S ORIENTATION ON FUTURE THROUGH VALUE-BASED GOAL SETTING." In Проблемы и вопросы современной науки. Научно-Издательский Центр Международной Объединенной Академии Наук (НИЦ МОАН), 2018. http://dx.doi.org/10.18411/pivsn-73.

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Basavaraj, Prateek, and Ivan Garibay. "A Personalized "Course Navigator" Based on Students' Goal Orientation." In GROUP '18: 2018 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3148330.3154508.

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Zhang, Kai. "How does goal orientation affect job involvement? A dynamics perspective." In 2008 International Conference on Management Science and Engineering (ICMSE). IEEE, 2008. http://dx.doi.org/10.1109/icmse.2008.4668900.

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Zheng, Hui, Kaikai Chen, Yuqing Lin, Huaqiang Tang, Fanuel E. Utete, Xiaoyu Jia, Xinyu Li, and Weijian Li. "The influence of achievement goal orientation on study time allocation." In 2013 International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/asshm-13.2013.128.

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Sabagh, Zaynab. "Goal Orientation Predicts University Instructors' Participation in Teaching Improvement Activities." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688462.

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Polso, Kukka-Maaria, Heta Tuominen, Arto Hellas, and Petri Ihantola. "Achievement Goal Orientation Profiles and Performance in a Programming MOOC." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387398.

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Reports on the topic "Goal orientation"

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Davis, Walter D., and Neal Mero. Dispositional vs. Situational Goal Orientation: Effects on Self-Efficacy and Performance. Fort Belvoir, VA: Defense Technical Information Center, December 2002. http://dx.doi.org/10.21236/ada409230.

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Kerlen, Christiane, Sonja Kind, Karoline Rodriguez, Leo Wangler, Guido Zink, and Jan Wessels. Effects of the COVID-19 Pandemic on R&D Funding Schemes in Germany - First Results of a Comparative Analysis of Empirical Data. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.539.

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In 2020 and 2021, practically all areas of work and life were under the influence of the Corona pandemic. In the course of 2020, it was already apparent that the consequences of the Corona crisis would also have a considerable impact on grant recipients and their projects and thus on the implementation and goal achievement of the funding programmes, and that this would be reflected in the results of evaluations. From the perspective of an evaluation of innovation funding programmes, the Corona pandemic represents an external influencing factor that could negatively affect the intended impact of a funding programme with regard to the successful implementation of innovation projects and behavioural change of actors towards innovation orientation. This article provides initial answers to the questions of what effects the Corona pandemic has on innovation promotion, what adaptation strategies can be observed and how these can be provisionally evaluated. For this purpose, the authors of this paper draw on current, as yet unpublished data from evaluation surveys in 2020 and 2021.
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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.

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In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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Runyon, Amber, Gregor Schuurman, Brian Miller, Amy Symstad, and Amanda Hardy. Climate change scenario planning for resource stewardship at Wind Cave National Park: Climate change scenario planning summary. National Park Service, July 2021. http://dx.doi.org/10.36967/nrr-2286672.

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This report explains scenario planning as a climate change adaptation tool in general, then describes how it was applied to Wind Cave National Park as the second part of a pilot project to dovetail climate change scenario planning with National Park Service (NPS) Resource Stewardship Strategy development. In the orientation phase, Park and regional NPS staff, other subject-matter experts, natural and cultural resource planners, and the climate change core team who led the scenario planning project identified priority resource management topics and associated climate sensitivities. Next, the climate change core team used this information to create a set of four divergent climate futures—summaries of relevant climate data from individual climate projections—to encompass the range of ways climate could change in coming decades in the park. Participants in the scenario planning workshop then developed climate futures into robust climate-resource scenarios that considered expert-elicited resource impacts and identified potential management responses. Finally, the scenario-based resource responses identified by park staff and subject matter experts were used to integrate climate-informed adaptations into resource stewardship goals and activities for the park's Resource Stewardship Strategy. This process of engaging resource managers in climate change scenario planning ensures that their management and planning decisions are informed by assessments of critical future climate uncertainties.
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Idris, Iffat. LGBT Rights and Inclusion in Small Island Developing States (SIDS). Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.067.

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This review looks at the extent to which LGBT rights are provided for under law in a range of Small Island Developing States (SIDS), and the record on implementation/enforcement, as well as approaches to promote LGBT rights and inclusion. SIDS covered are those in the Caribbean, Pacific, and Atlantic-Indian Ocean-South China Sea (AIS) regions. The review draws on a mixture of grey literature (largely from international development agencies/NGOs), academic literature, and media reports. While the information on the legal situation of LGBT people in SIDS was readily available, there was far less evidence on approaches/programmes to promote LGBT rights/inclusion in these countries. However, the review did find a number of reports with recommendations for international development cooperation generally on LGBT issues. Denial of LGBT rights and discrimination against LGBT people is found to varying extents in all parts of the world. It is important that LGBT people have protection in law, in particular the right to have same-sex sexual relations; protection from discrimination on the grounds of sexual orientation; and the right to gender identity/expression. Such rights are also provided for under international human rights conventions such as the Universal Declaration of Human Rights, while the Sustainable Development Goals are based on the principle of ‘leave no one behind'.
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Altstein, Miriam, and Ronald Nachman. Rationally designed insect neuropeptide agonists and antagonists: application for the characterization of the pyrokinin/Pban mechanisms of action in insects. United States Department of Agriculture, October 2006. http://dx.doi.org/10.32747/2006.7587235.bard.

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The general objective of this BARD project focused on rationally designed insect neuropeptide (NP) agonists and antagonists, their application for the characterization of the mechanisms of action of the pyrokinin/PBAN (PK-PBAN) family and the development of biostable, bioavailable versions that can provide the basis for development of novel, environmentally-friendly pest insect control agents. The specific objectives of the study, as originally proposed, were to: (i) Test stimulatory potencies of rationally designed backbone cyclic (BBC) peptides on pheromonotropic, melanotropic, myotropic and pupariation activities; (ii) Test the inhibitory potencies of the BBC compounds on the above activities evoked either by synthetic peptides (PBAN, LPK, myotropin and pheromonotropin) or by the natural endogenous mechanism; (iii) Determine the bioavailability of the most potent BBC compounds that will be found in (ii); (iv) Design, synthesize and examine novel PK/PBAN analogs with enhanced bioavailability and receptor binding; (v) Design and synthesize ‘magic bullet’ analogs and examine their ability to selectively kill cells expressing the PK/PBAN receptor. To achieve these goals the agonistic and antagonistic activities/properties of rationally designed linear and BBC neuropeptide (NP) were thoroughly studied and the information obtained was further used for the design and synthesis of improved compounds toward the design of an insecticide prototype. The study revealed important information on the structure activity relationship (SAR) of agonistic/antagonistic peptides, including definitive identification of the orientation of the Pro residue as trans for agonist activity in 4 PK/PBANbioassays (pheromonotropic, pupariation, melanotropic, & hindgut contractile) and a PK-related CAP₂b bioassay (diuretic); indications that led to the identification of a novel scaffold to develop biostbiostable, bioavailable peptidomimetic PK/PBANagonists/antagonists. The work led to the development of an arsenal of PK/PBAN antagonists with a variety of selectivity profiles; whether between different PKbioassays, or within the same bioassay between different natural elicitors. Examples include selective and non-selective BBC and novel amphiphilic PK pheromonotropic and melanotropic antagonists some of which are capable of penetrating the moth cuticle in efficacious quantities. One of the latter analog group demonstrated unprecedented versatility in its ability to antagonize a broad spectrum of pheromonotropic elicitors. A novel, transPro mimetic motif was proposed & used to develop a strong, selective PK agonist of the melanotropic bioassay in moths. The first antagonist (pure) of PK-related CAP₂b diuresis in flies was developed using a cisPro mimetic motif; an indication that while a transPro orientation is associated with receptor agonism, a cisPro orientation is linked with an antagonist interaction. A novel, biostablePK analog, incorporating β-amino acids at key peptidase-susceptible sites, exhibited in vivo pheromonotropic activity that by far exceeded that of PBAN when applied topically. Direct analysis of neural tissue by state-of-the-art MALDI-TOF/TOF mass spectrometry was used to identify specific PK/PK-related peptides native to eight arthropod pest species [house (M. domestica), stable (S. calcitrans), horn (H. irritans) & flesh (N. bullata) flies; Southern cattle fever tick (B. microplus), European tick (I. ricinus), yellow fever mosquito (A. aegypti), & Southern Green Stink Bug (N. viridula)]; including the unprecedented identification of mass-identical Leu/Ile residues and the first identification of NPs from a tick or the CNS of Hemiptera. Evidence was obtained for the selection of Neb-PK-2 as the primary pupariation factor of the flesh fly (N. bullata) among native PK/PK-related candidates. The peptidomic techniques were also used to map the location of PK/PK-related NP in the nervous system of the model fly D. melanogaster. Knowledge of specific PK sequences can aid in the future design of species specific (or non-specific) NP agonists/antagonists. In addition, the study led to the first cloning of a PK/PBAN receptor from insect larvae (S. littoralis), providing the basis for SAR analysis for the future design of 2ⁿᵈgeneration selective and/or nonselective agonists/antagonists. Development of a microplate ligand binding assay using the PK/PBAN pheromone gland receptor was also carried out. The assay will enable screening, including high throughput, of various libraries (chemical, molecular & natural product) for the discovery of receptor specific agonists/antagonists. In summary, the body of work achieves several key milestones and brings us significantly closer to the development of novel, environmentally friendly pest insect management agents based on insect PK/PBANNPs capable of disrupting critical NP-regulated functions.
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Bennett, Alan B., Arthur Schaffer, and David Granot. Genetic and Biochemical Characterization of Fructose Accumulation: A Strategy to Improve Fruit Quality. United States Department of Agriculture, June 2000. http://dx.doi.org/10.32747/2000.7571353.bard.

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The goal of the research project was to evaluate the potential to genetically modify or engineer carbohydrate metabolism in tomato fruit to enhance levels of fructose, a sugar with nearly twice the sweetness value of other sugars. The specific research objectives to achieve that goal were to: 1. Establish the inheritance of a fructose-accumulating trait identified in F1 hybrids of an inferspecific cross between L. hirsutum XL. esculentum and identify linked molecular markers to facilitate its introgression into tomato cultivars. This objective was completed with the genetic data indicating a single major gene, termed Fgr (Fructose glucose ratio), that controlled the partitioning of hexose in the mature fruit. Molecular markers for the gene, were developed to aid introgression of this gene into cultivated tomato. In addition, a second major gene encoding fructokinase 2 (FK2) was found to be a determinant of the fructose to glucose ratio in fruit. The relationship between FK2 and Fgr is epistatic with a combined synergistic effect of the two hirsutum-derived genes on fructose/glucose ratios. 2. Characterize the metabolic and transport properties responsible for high fructose/glucose ratios in fructose-accumulating genotypes. The effect of both the Fgr and FK2 genes on the developmental accumulation of hexoses was studied in a wide range of genetic backgrounds. In all backgrounds the trait is a developmental one and that the increase in fructose to glucose ratio occurs at the breaker stage of fruit development. The following enzymes were assayed, none of which showed differences between genotypes, at either the breaker or ripe stage: invertase, sucrose synthase, FK1, FK2, hexokinase, PGI and PGM. The lack of effect of the FK2 gene on fructokinase activity is surprising and at present we have no explanation for the phenomenon. However, the hirsutum derived Fgr allele was associated with significantly lower levels of phosphorylated glucose, G1c-1-P and G1c-6-P and concomitantly higher levels of the phosphorylated fructose, Fru-6-P, in both the breaker and ripe stage. This suggests a significant role for the isomerase reaction. 3. Develop and implement molecular genetic strategies for the production of transgenic plants with altered levels of enzymes that potentially control fructose/glucose ratios in fruit. This objective focused on manipulating hexokinase and fructokinase expression in transgenic plants. Two highly divergent cDNA clones (Frk1 and Frk2), encoding fructokinase (EC 2.7.1.4), were isolated from tomato (Lycopersicon esculentum) and a potato fructokinase cDNA clone was obtained from Dr. Howard Davies. Following expression in yeast, each fructokinase was identified to code for one of the tomato or potato fructokinase isoforms Transgenic tomato plants were generated with the fructokinase cDNA clone in both sense and antisense orientations and the effect of the gene on tomato plants is currently being studied.
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Bizer, Kilian, and Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.

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The starting point of the research project was the hypothesis that the "principle of proportionality", which is fundamental to law, is related to the "economic principle". The resulting methodological similarities were intended to enable a cross-disciplinary bridge to be built, which would allow the findings of economic analysis to be made fruitful for legal issues. This was practically tested in three study areas in order to be able to better classify the performance of the analytical tools. The foundations for interdisciplinary bridge building are found in the rational-choice paradigm. In both disciplines, this paradigm calls for an examination of the relationship between the purpose-means-relations: among the design options under consideration, the one must be selected that is expected to be as (freedom- or resource-) sparing as possible, in other words, the most "waste-free" solution to the control problem.The results of the economic analysis can thus be "translated" in such a way that, within the framework of "necessity", they support the search for control instruments that are equivalent to the objective but less disruptive. supports. The core of the positive economic analysis is the motivational situation of those actors whose behavior is to be influenced by a changed legal framework. In this context, the classical behavioral model of economics proved to be too limited. It therefore had to be developed further in line with the findings of research in institutional economics into homo oeconomicus institutionalis. This behavioral model takes into account not only the consequentialist, strictly situational utility orientation of the model person, but also other factors influencing behavior, including above all those that are institutionally mediated. If one takes the motivational situation of the actors as the starting point for policy-advising design recommendations, it becomes apparent that an understanding of governance dominated by imperative behavioral specifications leads to less favorable results, both in terms of the degree to which goals are achieved and in terms of the freedom-impairing effects, than a mixed-instrument approach oriented toward the model of "responsive regulation." According to this model, the law can no longer simply assume that those subject to the law will "obediently" execute the legal commands. It must ask itself what other factors determine behavior and under what boundary conditions changes can be expected in the direction of the desired behavior. For this reason, too, it must engage with the cognitive program of the behavioral sciences. This linkage opens up new perspectives for interdisciplinary research on the consequences of laws.
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Sherman, Amir, Rebecca Grumet, Ron Ophir, Nurit Katzir, and Yiqun Weng. Whole genome approach for genetic analysis in cucumber: Fruit size as a test case. United States Department of Agriculture, December 2013. http://dx.doi.org/10.32747/2013.7594399.bard.

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The Cucurbitaceae family includes a broad array of economically and nutritionally important crop species that are consumed as vegetables, staple starches and desserts. Fruit of these species, and types within species, exhibit extensive diversity as evidenced by variation in size, shape, color, flavor, and others. Fruit size and shape are critical quality determinants that delineate uses and market classes and are key traits under selection in breeding programs. However, the underlying genetic bases for variation in fruit size remain to be determined. A few species the Cucurbitaceae family were sequenced during the time of this project (cucumber was already sequenced when the project started watermelon and melon sequence became available during the project) but functional genomic tools are still missing. This research program had three major goals: 1. Develop whole genome cucumber and melon SNP arrays. 2. Develop and characterize cucumber populations segregating for fruit size. 3. Combine genomic tools, segregating populations, and phenotypic characterization to identify loci associated with fruit size. As suggested by the reviewers the work concentrated mostly in cucumber and not both in cucumber and melon. In order to develop a SNP (single nucleotide polymorphism) array for cucumber, available and newly generated sequence from two cucumber cultivars with extreme differences in shape and size, pickling GY14 and Chinese long 9930, were analyzed for variation (SNPs). A large set of high quality SNPs was discovered between the two parents of the RILs population (GY14 and 9930) and used to design a custom SNP array with 35000 SNPs using Agilent technology. The array was validated using 9930, Gy14 and F1 progeny of the two parents. Several mapping populations were developed for linkage mapping of quantitative trait loci (QTL) for fruit size These includes 145 F3 families and 150 recombinant inbred line (RILs F7 or F8 (Gy14 X 9930) and third population contained 450 F2 plants from a cross between Gy14 and a wild plant from India. The main population that was used in this study is the RILs population of Gy14 X 9930. Phenotypic and morphological analyses of 9930, Gy14, and their segregating F2 and RIL progeny indicated that several, likely independent, factors influence cucumber fruit size and shape, including factors that act both pre-anthesis and post-pollination. These include: amount, rate, duration, and plane of cell division pre- and post-anthesis and orientation of cell expansion. Analysis of F2 and RIL progeny indicated that factors influencing fruit length were largely determined pre-anthesis, while fruit diameter was more strongly influenced by environment and growth factors post-anthesis. These results suggest involvement of multiple genetically segregating factors expected to map independently onto the cucumber genome. Using the SNP array and the phenotypic data two major QTLs for fruit size of cucumber were mapped in very high accuracy (around 300 Kb) with large set of markers that should facilitate identification and cloning of major genes that contribute to fruit size in cucumber. In addition, a highly accurate haplotype map of all RILS was created to allow fine mapping of other traits segregating in this population. A detailed cucumber genetic map with 6000 markers was also established (currently the most detailed genetic map of cucumber). The integration of genetics physiology and genomic approaches in this project yielded new major infrastructure tools that can be used for understanding fruit size and many other traits of importance in cucumber. The SNP array and genetic population with an ultra-fine map can be used for future breeding efforts, high resolution mapping and cloning of traits of interest that segregate in this population. The genetic map that was developed can be used for other breeding efforts in other populations. The study of fruit development that was done during this project will be important in dissecting function of genes that that contribute to the fruit size QTLs. The SNP array can be used as tool for mapping different traits in cucumber. The development of the tools and knowledge will thus promote genetic improvement of cucumber and related cucurbits.
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