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Books on the topic 'Goal orientation'

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

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1

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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2

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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3

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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4

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

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5

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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6

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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7

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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8

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

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9

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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10

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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11

Carter, Carol. Keys to success: How to achieve your goals. Upper Saddle River, N.J: Prentice Hall, 1996.

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12

Carter, Carol. Keys to success: How to achieve your goals. Edited by Bishop Joyce 1950-, Kravits Sarah Lyman, and Bucher Richard D. 1949-. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 1998.

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13

1950-, Bishop Joyce, Kravits Sarah Lyman, and Bucher Richard D. 1949-, eds. Keys to success: How to achieve your goals. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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14

1950-, Bishop Joyce, Kravits Sarah Lyman, and Bucher Richard D. 1949-, eds. Keys to success: How to achieve your goals. 3rd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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15

Carter, Carol. Keys to success: How to achieve your goals. Edited by Bishop Joyce 1950-, Kravits Sarah Lyman, and Bucher Richard D. 1949-. Upper Saddler River, NJ: Prentice Hall, 1999.

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16

Keys to success: How to achieve your goals. Scarborough, Ont: Prentice Hall Canada Career & Technology, 1998.

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17

Keys to success: Building successful intelligence and achieving your goals. 4th ed. Toronto: Pearson Prentice Hall, 2007.

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18

Bishop, Joyce (Joyce L.), 1950- and Kravits Sarah Lyman, eds. Keys to success: How to achieve your goals. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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19

Gediehn, Oliver. Management accounting practice and strategic behavior: On the dysfunctional effect of short-term budgetary goals on managerial long-term growth orientation. Wiesbaden: Gabler, 2008.

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20

Carter, Carol. Keys to success in college, career, and life: How to achieve your goals. Edited by Bishop Joyce 1950-, Kravits Sarah Lyman, Bucher Richard D. 1949-, and Carter Carol. 3rd ed. Upper Saddle River, NJ: Prentice Hall, 2003.

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21

1950-, Bishop Joyce, Kravits Sarah Lyman, Bucher Richard D. 1949-, and Carter Carol, eds. Keys to success in college, career, and life: How to achieve your goals. 4th ed. Upper Saddle River, NJ: Prentice Hall, 2003.

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22

Scott, Anchors, ed. Student housing and residential life: A handbook for professionals committed to student development goals. San Francisco: Jossey-Bass, 1993.

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23

Keys to success: Building successful intelligence and achieving your goals. 5th ed. Toronto: Pearson Canada, 2009.

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24

Martin, Jeffrey J. Achievement Goal Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0018.

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Similar to achievement motivation theory (AMT), achievement goal theory (AGT) has a long history in sport psychology research. This chapter discusses the origins of AGT, followed by a review of AGT research in disability sport. AGT is based in how athletes define success, and most of the work in this area has been done with the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Lots of disability sport research has involved researchers asking athletes to complete the TEOSQ and then differences in groups (e.g., disabled athletes versus able-bodied athletes) have been examined. In contrast to AMT research, climate scales paralleling the orientation scales have been developed, allowing researchers to investigate if task climates promote well-being. Most of the findings regarding both task and ego orientations and climates support what is known in able-bodied sport: both task orientations and climates are adaptive and positively linked to other positive psychological constructs and negatively linked to negative constructs. Researchers in disability sport should consider research on avoidant goals and states of goal involvement that result from both orientations and climates.
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25

Sport team cohesion: Goal orientation as a function of sport involvement. 1987.

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26

Modeling, motivational orientation, and motor skill learning: An integrated approach. 1995.

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27

Sport team cohesion: Goal orientation as a function of level of sport involvement. 1985.

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28

Sport team cohesion: Goal orientation as a function of level of sport involvement. 1987.

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29

Youth sport participation as influenced by goal orientation, perceived motivational climate, and enjoyment. 2002.

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30

Becker, Susan L. An examination of the relationship among TARGET structures, team motivational climate, and achievement goal orientation. 1994.

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31

Conoley, Collie W., and Michael J. Scheel. Goal Focused Positive Psychotherapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.001.0001.

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Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.
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32

Striving for Excellence: A Manual for Goal Achievement. Pearson Education, Limited, 2010.

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33

Carol, Randel, ed. The skinny on success: College & career. School Specialtry Inc., 2010.

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34

Randel, Jim. Skinny on Success. Lulu Press, Inc., 2010.

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35

Russell, Stephen T., and Stacey S. Horn, eds. Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.001.0001.

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Studies of lesbian, gay, bisexual, and transgender (LGBT) youth show them to be at risk for some of the greatest difficulties experienced by adolescents: many of those problems have been traced directly to negative experiences in schooling. After more than a decade of research focused on the experiences of LGBT students in schools, a new generation of studies has begun to identify characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student well-being. This book brings together contributions from a diverse group of researchers, policy analysts, and education practitioners from around the world to synthesize the implications for practice and policy of contemporary research on sexual orientation, gender identity, and schooling. It draws from multiple disciplinary perspectives and field vantage points and represents perspectives from around the world and from diverse sociocultural contexts. Included are syntheses of key areas of research relevant to SOGI issues in schooling, reviews and examples of new models and approaches for educational practice from around the world, case studies of innovative analyses or reflections on approaches to transformational policy and practice, specific examples of the application of research to change practice and policy, and case studies of efforts that take place at the nexus of research, practice, and policy. The fundamental goal of the book is to advance SOGI social justice through strengthening the relationship between research, practice, and policy to support LGBT students and schools.
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36

Price, Sarah L. Influence of success/failure feedback on goal orientation of recreational basketball players in practice and competitive settings. 1998.

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37

Tarique, Ibraiz, Jean M. Phillips, and Stanley M. Gully. Journal Article: Collectivism and Goal Orientation As Mediators of the Effect of National Identity on Merit Pay Decisions. Taylor & Francis Group, 2005.

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38

Goal orientation and moral atmosphere in youth sport: An examination of lying, hurting, and cheating behavior in girls' soccer. 1993.

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39

Year 2000 health objectives for the nation: Health and physical fitness leaders' perceptions of organizational goal orientation and achievement. 1990.

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40

Pfohl, Shellie Y. Year 2000 health objectives for the nation: Health and physical fitness leader's perceptions of organizational goal orientation and achievement. 1991.

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41

Year 2000 Health Objectives for the Nation: Health and physical fitness leaders' perceptions of organizational goal orientation and achievement. 1991.

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42

Phelps, Dawn Susan. Sex and sport type as factors associated with motivational goal orientation, perceived team climate, and intrinsic motivation of elite athletes. 1992.

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43

Dovidio, John F., Louis A. Penner, Sarah K. Calabrese, and Rebecca L. Pearl. Physical Health Disparities and Stigma: Race, Sexual Orientation, and Body Weight. Edited by Brenda Major, John F. Dovidio, and Bruce G. Link. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190243470.013.2.

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This chapter reviews evidence of stigma and differences in physical health between members of dominant social groups and select disadvantaged social groups (defined by race, sexual orientation, and weight) and considers the direct and indirect ways that stigma can contribute to these differences in health. The goal of this chapter is to provide a deeper understanding of the relationship between stigma and health disparities for members of these groups. It considers how enacted, anticipated, and internalized stigmas influence, to varying degrees, health and health disparities experienced by Blacks, sexual minorities, and people with overweight or obesity. The chapter concludes by suggesting promising future directions for research. The new insights provided by this theoretical understanding can lead to interventions that reduce stigma as well as help members of these (and other) stigmatized groups better cope with the stigma they confront in their lives and thus realize better psychological and physical health.
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44

Standard Chartered Bank Module 4 Business Goal Orientation Finance Workbook 2 Exercise Disk (to Be Used in Conjunction with Workbook 2). Financial Times Prentice Hall, 1999.

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45

Martin, Jeffrey J. Achievement Motivation Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0017.

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There is a long history of research in sport psychology examining achievement motivation theory (AMT). This chapter traces the development of achievement motivation research in sport and then reviews AMT research in disability sport. Most of the research in sport and disability examines competitive orientation, which is the sport-specific version of achievement motivation. In particular, research based on Gill and colleagues’ work has used the Sport Orientation Questionnaire (SOQ), which enables researchers to assess competitiveness, goal orientation, and win orientation. Much of the research in disability sport has had modest goals of examining the three dimensions of the SOQ to determine if they differ in regard to able-bodied versus disability groups, acquired versus congenital disabilities, more versus less experienced athletes, and gender differences. Often researchers have found no or minimal differences and no practical ramifications. Researchers are urged to examine contemporary research questions that have grown out of work in this area, such as avoidant goals and the achievement motivation climate.
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46

Kim, Do-Yeong, and Sujin Son. Advice in Mentoring Relationships in Organizations. Edited by Erina L. MacGeorge and Lyn M. Van Swol. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190630188.013.13.

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This chapter advances understanding of the advice-taking behavior of protégés during the mentoring process in organizations. First, it reviews the extant literature regarding mentoring relationships in general. Next, it examines the possible key factors that influence protégés’ advice-taking behavior in mentoring relationships. Finally, it discusses directions for future research. Possible key factors influencing protégés’ advice-taking behavior in mentoring relationships are suggested, including mentor characteristics (mentor status and learning-goal orientation), protégé characteristics (cultural orientation and learning goal-orientation), and relational characteristics (relationship quality and trust in mentors).
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47

Ryan, Richard M., ed. The Oxford Handbook of Human Motivation. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190666453.001.0001.

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The Oxford Handbook of Human Motivation, Second Edition, addresses key advances made in the field since the previous edition, offering the latest insights from the top theorists and researchers of human motivation. The volume includes chapters on social learning theory, control theory, self-determination theory, terror management theory, and regulatory focus theory and also presents articles from leading scholars on phenomena such as ego depletion, choice, curiosity, flow, implicit motives, and personal interests. A special section dedicated to goal research highlights achievement goals, goal attainment, goal pursuit and unconscious goals, and the goal orientation process across adulthood. The volume sheds new light on the biological underpinnings of motivation, including chapters on neuropsychology and cardiovascular dynamics. This resource is also packed with practical research and guidance, with sections on relationships and applications in areas such as psychotherapy, education, physical activity, sport, and work. By providing reviews of the most advanced work by the very best scholars in this field, this volume represents an invaluable resource for both researchers and practitioners, as well as any student of human nature.
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48

Situational and contextual influences on goal orientations. 1996.

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49

Cooper, Mick, and Duncan Law, eds. Working with Goals in Psychotherapy and Counselling. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780198793687.001.0001.

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Working with goals in counselling and psychotherapy provides a detailed guide to using goals in clinical practice, and the empirical and theoretical foundations for this work. The book is aimed at psychologists, psychotherapists, and counsellors of all orientations—both in training and in practice—who work with adults and/or with children and young people. The introduction to the book defines goals, looks at their development, and discusses the rationale for, and challenges of, goal-oriented practice. Chapter 2 explores philosophical perspectives on goals, critically examining the relevance of these ideas to therapeutic practice. Chapter 3 extends this by looking at the psychological evidence on goals and goal-setting, examining its relationship to emotions and wellbeing, and the dimensions along which goals can vary. The following chapter, written by service users, presents their perspective on working with goals: why they may find it helpful, what they want from it, and what they see as the challenges. Chapter 5 reviews the evidence on goal consensus and therapeutic outcomes; and this is followed by a review of the different measures that can be used for goal monitoring and feedback (Chapter 6). Chapters 7 and 8 focus specifically on clinical practice: identifying effective strategies for goal-setting; and for working with goals across the therapeutic encounter. Goal-oriented practices are then considered in relation to the principle therapeutic orientations (Chapter 9). The book concludes with the analogy of therapy as a ‘journey of discovery’ (Chapter 10), with the client’s individual goals setting the direction for travel.
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50

Diamond, Lisa M. Contemporary Theory in the Study of Intimacy, Desire, and Sexuality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190658540.003.0012.

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This chapter reviews contemporary theory and research on romantic love, sexual desire, and sexual orientation, highlighting some of the most intriguing recent developments and future questions, and taking a fundamentally interdisciplinary approach that seeks to integrate different disciplinary perspectives (biological, evolutionary, psychological, cultural). A chief goal of the chapter is to move beyond many of the hackneyed and simplistic “nature/nurture” debates that continue to dominate work in this area. It provides a forum in which different frames of reference—and the tensions between them—can be engaged to highlight the nuances and complexities of human experience. Topics discussed include romantic love, sexual desire, sexual orientation, and change over time in the expression of sexuality.
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