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1
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.<br>Master of Science
4
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.<br>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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Spray, Christopher Mark. "Goal orientation and motivational processes in physical education." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337753.
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Nogueira, Madalena Maltês de Almeida. "The relationship between cultural dimensions and goal orientation." Master's thesis, reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10400.14/26247.
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Previous issue date: 2018-06-21<br>The purpose of this study consists on understanding the relationship between cultural dimensions and goal orientation. Specifically, the research seeks to explore if some cultural dimensions of GLOBE Project are related to goal orientation, specifically Learning and Performance Goal Orientation. A quantitative research method was used in the study to collect responses from individuals through an online survey previously elaborated. The relationship between five cultural dimensions and Learning and Performance Goal Orientation were tested through multiple linear regressions to understand if there were significant relationships between them and to test if those were positive or negative. The results supported two out of five hypotheses proposed. Performance Orientation was positively related to Learning Goal Orientation, as well as Institutional Collectivism was negatively related to Performance Goal Orientation. Although the opposite relationship was proposed in the hypothesis, the relationship between High Power Distance and Performance Goal Orientation was significant. Remaining relationships tested did not yield significant findings. Finally, the results obtained could provide important information about specific cultural behaviors needed to engage with to incur and follow a particular goal orientation, as well as, significant information to future research in this area.<br>O objetivo principal do presente estudo é compreender a relação existente entre dimensões culturais e orientação de resultados. Para além disso, a pesquisa pretende explorar se algumas dimensões culturais propostas pelo GLOBE Study exercem influência na orientação de resultados, especificamente orientação por aprendizagem e performance. O método de pesquisa utilizado no estudo foi um método quantitativo na forma de um inquérito online previamente elaborado, para recolher as respostas dos participantes. As relações existentes entre cinco dimensões culturais e Orientação de Resultados por Aprendizagem e Performance foram testadas através de regressões lineares múltiplas com o objetivo de perceber se alguma delas era significativa e ao mesmo tempo testar se eram positivas ou negativas. Duas das cinco hipóteses foram suportadas pelos resultados apresentados. A Orientação por Performance tem uma relação positiva com a Orientação de Resultados por Aprendizagem, assim como o Coletivismo Institucional estabelece uma relação negativa com a Orientação de Resultados por Performance. Apesar de apresentar uma relação oposta àquela prevista na hipótese, a relação que existe entre altos níveis de Distância de Poder e Orientação de Resultados por Performance é significativa. As restantes relações que foram testadas não apresentaram qualquer relevância para o estudo. Finalmente, os resultados obtidos podem fornecer informações relevantes sobre comportamentos humanos importantes a adaptar para incorrer numa especifica orientação de resultados, assim como disponibilizar informação significante de base para futura pesquisa nesta área.
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Swartz, Dana E. "Goal Orientation and Training Transfer Initiation and Maintenance." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/33301.
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Despite successful learning in the training environment, acquired skills are often not translated back to the job. Past research on training transfer has tended to measure the construct inconsistently and often disregarded its multi-faceted nature. In an effort to better investigate the determinants of successful transfer, the two temporal facets of training transfer, initiation and maintenance, were examined to evaluate their relationships with the trainee characteristics of goal orientation and self-efficacy. It was hypothesized that initiation mediates the relationship between goal orientation and maintenance, and that the relationship between performance goal orientation and initiation is moderated by self-efficacy. Participants were recruited from undergraduate psychology courses and trained on multiple-choice test-taking strategies. Results failed to support the main effect, moderation, or mediation hypotheses, although they support the contention that transfer is a multi-dimensional construct. The findings indicate that goal orientation and initiation may both best be conceived as predictors of transfer maintenance and interact to affect transfer behavior. The findings illustrate the value of examining individual difference variables in the prediction of training transfer.<br>Master of Science
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Nogueira, Madalena Maltês de Almeida. "The relationship between cultural dimensions and goal orientation." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24531.
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Previous issue date: 2018-06-21<br>The purpose of this study consists on understanding the relationship between cultural dimensions and goal orientation. Specifically, the research seeks to explore if some cultural dimensions of GLOBE Project are related to goal orientation, specifically Learning and Performance Goal Orientation. A quantitative research method was used in the study to collect responses from individuals through an online survey previously elaborated. The relationship between five cultural dimensions and Learning and Performance Goal Orientation were tested through multiple linear regressions to understand if there were significant relationships between them and to test if those were positive or negative. The results supported two out of five hypotheses proposed. Performance Orientation was positively related to Learning Goal Orientation, as well as Institutional Collectivism was negatively related to Performance Goal Orientation. Although the opposite relationship was proposed in the hypothesis, the relationship between High Power Distance and Performance Goal Orientation was significant. Remaining relationships tested did not yield significant findings. Finally, the results obtained could provide important information about specific cultural behaviors needed to engage with to incur and follow a particular goal orientation, as well as, significant information to future research in this area.<br>O objetivo principal do presente estudo é compreender a relação existente entre dimensões culturais e orientação de resultados. Para além disso, a pesquisa pretende explorar se algumas dimensões culturais propostas pelo GLOBE Study exercem influência na orientação de resultados, especificamente orientação por aprendizagem e performance. O método de pesquisa utilizado no estudo foi um método quantitativo na forma de um inquérito online previamente elaborado, para recolher as respostas dos participantes. As relações existentes entre cinco dimensões culturais e Orientação de Resultados por Aprendizagem e Performance foram testadas através de regressões lineares múltiplas com o objetivo de perceber se alguma delas era significativa e ao mesmo tempo testar se eram positivas ou negativas. Duas das cinco hipóteses foram suportadas pelos resultados apresentados. A Orientação por Performance tem uma relação positiva com a Orientação de Resultados por Aprendizagem, assim como o Coletivismo Institucional estabelece uma relação negativa com a Orientação de Resultados por Performance. Apesar de apresentar uma relação oposta àquela prevista na hipótese, a relação que existe entre altos níveis de Distância de Poder e Orientação de Resultados por Performance é significativa. As restantes relações que foram testadas não apresentaram qualquer relevância para o estudo. Finalmente, os resultados obtidos podem fornecer informações relevantes sobre comportamentos humanos importantes a adaptar para incorrer numa especifica orientação de resultados, assim como disponibilizar informação significante de base para futura pesquisa nesta área.
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Breland, Benjamin Tyson IV. "Learning and Performance Goal Orientations' Influence on the Goal Setting Process: Is there an Interaction Effect?" Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32129.
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The present study set out to examine the role of learning and performance goal orientation on goal setting and self-efficacy. More specially, the present study attempted to verify the results of the effects of learning goal orientation and to clarify the role of performance goal orientation. In addition, the role of self-efficacy and the possibility of an interaction between learning goal orientation and performance goal orientation were also examined.
While the present study did not find a significant impact of dispositional goal orientation on any motivational variables examined, relatively strong support was found for the impact of situational learning and performance goal orientation on both goal choice and self-efficacy. As expected, learning goal orientation was a predictor of goal choice and self-efficacy, in that individuals who display a strong learning goal orientation set higher goals and demonstrate increased levels of self-efficacy. Contrary to past research, performance goal orientation was found to be an extremely strong, positive predictor of both goal choice and self-efficacy. The presence of this positive relationship could indicate the possibility of a potential task moderator.
Although strong support was found for the independent effects of goal orientation on goal choice and self-efficacy, partial mediation by self-efficacy of learning goal orientation and goal choice was not found. Similarly, the results obtained in the present study did not provide evidence of an interaction between the two goal orientation dimensions in predicting either goal choice or self-efficacy. Taken as a whole, the present study does provide support for the importance of learning and performance goal orientation in the formation of self-set goals and oneâ s level of self-efficacy.<br>Master of Science
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Yu, Chien-Feng. "An I-P-O model of team goal, leader goal orientation, team cohesiveness, and team effectiveness." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3222.
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Based on a proposed input-process-output model of team goal, leader goal
orientation, team cohesion, and team effectiveness, this study examined the influences of
the leader trait goal orientation on the relationships between team goals and team
cohesion. Results from 73 five-person teams working on an interdependent command
and control simulation game indicated that team learning goal positively relates to team
viability. Social cohesion mediates the effects of a team learning goal on team viability.
In addition, the leaderÂs learning orientation moderates the effect of a team learning goal
on team task cohesion. Results of supplementary analyses are also presented. Theoretical
and practical implications are discussed, as well as possible limitations and directions for
future research.
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Sorbello, Tamma. "Goal orientation, ability and task performance : a moderated analysis /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19220.pdf.
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Tombari, Angela K. "DIMENSIONALITY ANALYSIS OF THE PALS CLASSROOM GOAL ORIENTATION SCALES." UKnowledge, 2017. http://uknowledge.uky.edu/edp_etds/60.
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Achievement goal theory is one of the most broadly accepted theoretical paradigms in educational psychology with over 35 years of influencing research and educational practice. The longstanding use of this construct has led to two consequences of importance for this research: 1) many different dimensionality representations have been debated, and 2) methods used to confirm dimensionality of the scales have been supplanted from best practice. A further issue is that goal orientations are used to inform classroom practice, whereas most measurement studies focus on the structure of the personal goal orientation scales rather than the classroom level structure. This study aims to provide an updated understanding of one classroom goal orientation scale using the modern psychometric techniques of multidimensional item response theory and bifactor analysis. The most commonly used scale with K-12 students is the Patterns of Adaptive Learning Scales (PALS); thus, the PALS classroom goal orientation scales will be the subject of this study.
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Oh, Sei-Yi. "Flow in golf motivation, goal orientation, and challenge determinant /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1802.
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Thesis (Ph. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 131 p. : ill. Includes abstract. Includes bibliographical references (p. 104-121).
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Bienkowski, Sarah C. Bowler Mark C. "A conditional reasoning measure of goal orientation : preliminary development." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2222.
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Thesis (M.A.)--East Carolina University, 2009.<br>Presented to the faculty of the Department of Psychology. Advisor: Mark C. Bowler. Title from PDF t.p. (viewed June 11, 2010). Includes bibliographical references.
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Koehnke, Carl Phillip. "Goal orientation, ethnicity, and achievement of middle elementary students." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2837.
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Examines goal orientation, ethnicity, gender, and achievement variables of 149 elementary school children (grades 3-5) at a Southern California elementary school. Research was conducted using a 2 x 2 goal orientation matrix that included mastery-approach, mastery-avoid, performance approach, and performance-avoid constructs. California Standards Test (CST) were used to determine achievement. Results supported the hypothesis that there would be no differences based on ethnicity, gender, or grade level. Statistically significant differences were found in the mastery-avoid goal because of class subject. Also, mastery-avoid was found to have a negative correlation to high test scores as measured by CST.
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Bunch, John M. "The effects of goal message and goal orientation on learning in a Web-based tutorial." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002116.
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Singleton, Charyl Staci. "THE INFLUENCE OF GOAL ORIENTATION ON TRAINEE LEARING STRATEGIES AND OUTCOMES OF A WORK READINESS PROGRAM." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3782.
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Goal orientation is a construct that has been used to explain individuals' focus in achievement situations. Three subcomponents of this construct have been linked to a number of training-related processes and outcomes. Those higher on avoid performance goal orientation withdraw from situations in which they may appear incompetent to others. Those higher on prove performance goal orientation approach situations in which they can demonstrate their competence to others. Finally, those high on learning goal orientation approach situations in which they can continually grow and master new skills. Prior research has consistently found that effective learning strategies and outcomes are positively associated with learning goal orientation and negatively associated with avoid goal orientation. However, the findings with respect to prove goal orientation have been mixed. One possible reason for this is that the effect of prove goal orientation may be dependent on one's concurrent level of learning goal orientation. The present study investigated this notion using participants from an understudied population: unemployed adults. Specifically, data were collected from 188 unemployed females who participated in a training program designed to enhance basic work competencies necessary for most entry-level jobs. Results indicated that those higher on avoid performance goal orientation put forth less effort in voluntary practice activities took longer to complete the training program and learned less than those lower on avoid performance goal orientation. Additionally, prove performance goal orientation interacted with learning goal orientation to predict the amount of time spent practicing and learning. Theoretical and practical implications for training needs analysis, development, and assessment will be discussed.<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD
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Barnes, J. Kirsten. "A season long investigation of sport achievement motivation in competitive athletes." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390104.
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Breland, Benjamin Tyson. "The Role of 3-Dimensional State Goal Orientation in the Process of Goal Establishment and Task Performance." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27691.
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The present research expanded upon the work of Breland and Donovan (in press) and examined the role of three-dimensional state goal orientation in an integrative model of goal setting and task performance. In addition, mental focus (Lee, Sheldon, & Turban, 2003) was also incorporated into the model. Results indicated that each of the three-dimensions of state goal orientation uniquely affected oneâ s level of self-efficacy. More specifically, state learning goal orientation and state performance-approach goal orientation both enhanced an individualâ s level of self-efficacy, while state performance-avoidance goal orientation reduced their level of self-efficacy. In turn state goal orientation indirectly impacted mental focus, goals, and performance through its influence on self-efficacy. Implications of these findings as well as suggestions for future research on the personality construct of state goal orientation are discussed.<br>Ph. D.
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Gunnarsson, Daniel, and Markus Källstrand. "BORDTENNISSPELARES MÅLSÄTTNINGSPREFERENSER BEROENDE PÅ MÅLINRIKTNING." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-16992.
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Sammanfattning Syftet med studien var att studera skillnader i vilka mål bordtennisspelare använder sig av beroende på målinriktning. I studien deltog 103 bordtennisspelare (60 män och 43 kvinnor) tävlandes i division ett till tre. Metoden som användes i studien var en kvantitativ undersökning och bestod av enkäterna Collegiate Goal Setting in Sport Questionnaire (Weinberg, Burton, Yukelson, Weigand, 1993) och Task and Ego Orientation in Sport Questionnaire (Duda & Nicholls, 1992; ref i Duda, 1998). Resultatet i studien visade flera signifikanta skillnader mellan bordtennisspelarna med högre resultatinriktning och bordtennisspelare med en lägre resultatinriktning när det gäller uppfattning om målsättning. Resultatet visade exempelvis att bordtennisspelarna med högre resultatinriktning oftare satte resultatmål och prestationsmål jämfört med bordtennisspelare med en lägre resultatinriktning. Vidare visade resultatet också att bordtennisspelarna med en lägre resultatinriktning anser att det är viktigare med gemenskap för att delta i än bordtennisspelare med en högre resultatinriktning. Resultatet diskuterats i relation till tidigare forskning.<br>Abstract The purpose of this study was to examine the differences in goal preferences of table tennis players, depending on goal orientation. The participants were 103 (60 male and 43 female) table tennis players competing in division one to three. The method used in the study was a quantitative study consisted of questionnaires Collegiate Goal Setting in Sport Questionnaire CGSSQ (Weinberg, Burton, Yukelson, Weigand, 1993) and Task and Ego Orientation in Sport Questionnaire TEOSQ (Duda & Nicholls, 1992; ref in Duda, 1998). The results showed several significant results between table tennis players with a high ego orientation and table tennis players with a lower ego orientation in goal setting. For example the result showed that table tennis players with a high ego orientation used more often outcome goals and performance goals than table tennis players with a lower ego orientation. The result also showed that a table tennis player with a lower ego orientation means that it is more important with fellowship than tennis players with a high ego orientation. The results have been analyzed and discussed in relation to previous research.
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Tang, Derek J. (Derek James) 1980. "The Tele-Reporter : a collaborative interface for goal orientation teledirection." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/87843.
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Go, A. (Adelina). "Student’s motivational goal orientation in facing national exam in Indonesia." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201704251554.
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The aim of this study is, first, to explore students’ personal achievement goal orientation in relation to National Exam in Indonesia. The second aim is to study the relation between students’ perception of teachers’ and parents’ goal orientation preferences with student’s personal achievement goal. According to Zimmerman (2011) goal orientation is the purpose or the reason of the learners’ achievement. This study used goal orientation theory as the theoretical framework. Goal orientation theory’s primary focus is how students think about their performance in their study. Many researchers have identified two types of goals that are mainly prominent in an achievement setting and they were referred by various names in the literature. However, in this study, these two goal orientations will be referred to as a mastery goal orientation and a performance goal orientation. Mastery goal orientation focuses on the development of knowledge, new skill, deep learning and improving their level of competence, thus is self-referential. Performance goals determines to demonstrate their competency to gain positive judgment, and in some cases, learners will feel successful by trying to outperform peers on academic tasks. This study was conducted using sample collected in a primary and secondary school in Indonesia. Pattern of Adaptive Learning Survey (PALS) by Carol Midgely et al., (2000) was used as data collection instrument in this study. There were three scale used; (1) Personal Achievement Goal Orientations, (2) Perceptions of Teacher’s Goals, and (3) Perceptions Of Parent’s Goals Perceptions. The questionnaires had been developed according to the trichotomies theoretical framework for students’ goals. The questionnaires used had also been modified to focus on engagement in specific task which is the National Exam. The results shows that there are; (a) non-significant differences of exam and non-exam group, for both personal mastery goal orientation and performance-approach goal orientation; (b) perception of teachers’ and parents’ mastery goal orientation do influence students’ personal mastery goal orientation due to moderate positive correlation result when it comes to students’ perception of the goal orientation delivered by parents and teachers in exam group students; (c) perception of teachers’ and parents’ mastery goal orientation have weak positive correlation with student’s personal mastery goal orientation in non-exam group students. On the other hand, for students’ personal performance-approach orientation, perception of teachers’ and parents’ performance-approach goal orientation do not have any correlation. The conclusions of this study highlight that there are many aspects influencing students’ personal achievement goal orientation that need to be considered. National Exam, in this context, was not giving much impact since there was no difference found in exam and non-exam group. Predictors of this result might be influenced of the International Curriculum adopted by the school or caused by the timing when the survey were distributed (post-exam). Parents’ and teachers’ contribution in endorsement of goal orientations are somehow important according to the correlation result. In the future study, more specific result might be seen from pre- and post-exam data to analyze whether the result differ from pre- and post-exam. In this case, longitudinal study will be suitable method to collect the data. Another suggested topic for further research is to investigate the relationship between teachers’ personal goal orientation in their teaching with students’ learning behavior.
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Boyle, Kristin. "Toward an understanding of goal orientation in a training context." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304089288.
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Boyle, Kristin Ann. "Toward an understanding of goal orientation in a training context /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856076417493.
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Haga, Sandra, and Nordin Amanda Idén. "Goal setting strategies, perceived competence, goal orientation and well-being in junior and senior Swedish football players." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27774.
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The objective of this study was to examine goal-setting, perceived competence, goal orientation and psychological well-being in Swedish male football players. Further it was investigated if junior players differed when compared with senior players regarding the subjects mentioned above. This was a quantitative study using the following four instruments: Goal Setting in Sport Questionnaire, Harter’s Competence Scale, Task and Ego Orientation in Sport Questionnaire and General Health Questionnaire. The participants consisted of 121 male subjects who played in junior or senior teams. Achievement goal theory and a working model made by the authors based on previous research represented the theoretical framework. One-way ANOVA was used to examine differences between juniors and seniors. Pearson’s correlation test was used to examine relationships between all the variables. The results indicated that the juniors had significantly higher ego orientation when compared to the seniors. Significant differences also emerged in the importance of competence, negative selfconfidence and anxiety, where the juniors showed higher results in all. Finally, significant correlations were demonstrated between goal setting and perceived competence, task orientation and goal setting, task and positive well-being, ego and perceived competence, perceived competence and positive well-being and anxiety and negative self-confidence in both juniors and seniors. The results were discussed in relation to the working model, the theoretical framework and earlier research.
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Swift, K. "Goals of children entering child and adolescent mental health services : agreement with parents and the link between goal orientation, goal motives, anxiety and depression." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2007739/.
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This thesis consists of two major sections: a systematic review and an empirical paper. A brief description of each section, along with details of how the sections are linked, will be provided in this introductory chapter. Systematic Review Theoretical standpoints are increasingly implicating goal processes in affective disorders and wellbeing (Johnson, Carver & Fulford, 2010). Goal processes include how an individual orientates their goals or the motives driving goal pursuit. For example, an individual may “want to maintain friendships” (approach orientation) or “not want to lose friendships” (avoidance orientation) because “it is really important to them” (autonomous motivation) or because “they would feel ashamed if they lost friends” (controlled motivation). Research suggests that these aspects of goals have an impact on wellbeing and levels of emotional distress irrespective of the goal content, in this case friendships (Elliot, Sheldon & Church, 1997; Miquelon & Vallerand, 2008). This review uses systematic procedures to establish the current state of empirical research that investigates the relationship between goal processes and emotional distress and wellbeing in children and adolescents. There has been a paucity of research examining this link in children and adolescents. This is despite the potential that such knowledge could contribute to the understanding of the development and maintenance of mental health problems. This understanding is particularly important in children and adolescents due to the advantage of early intervention in treating mental health problems (Keiling et al., 2011). This review is intended for submission to Developmental Review and so is written in accordance with the author guidelines for this journal which broadly follow the American Psychological Association (APA) publication manual (2011). Empirical Paper The second major section of this thesis is an original empirical research project, again interested in the goals of children and adolescents. More specifically, it studies the therapy goals of children attending Child and Adolescent Mental Health Services and the aspects of these goals that may be pertinent in mental health interventions. The study has two main aims which address two important issues relating to children’s therapy goals. Parent-child agreement on presenting problems and goals of therapy is considered a significant factor in engagement and outcome in young people’s therapy (Department of Health, 2004; Cates, Paone, Packman & Margolis, 2006). Therefore, the first broad aim of this study is to assess level of agreement between children and parents for the child’s presenting problems and therapy goals. Next, the study focuses on the children’s goals of therapy to better understand the link between the goal processes, approach and avoidance motivation and goals motives, and anxiety and depression. As the findings of the review suggest, this is an emerging area of research with clear implications for understanding emotional distress in children and adolescents. However, to the author’s knowledge this study is the first to consider the link between goal processes and emotional distress in a clinical sample of children and adolescents. This means that it is well placed to make important clinical implications for clinicians working in child and adolescent mental health services (CAMHS). The author intends to submit this paper to Journal of Abnormal Child Psychology and therefore it was written in accordance with the author guidelines for this journal which again follow APA style guidelines. Thesis Overview The thesis as a whole further informs the understanding of the aspects of children’s goals that are particularly pertinent within a clinical setting. That is, characteristics that have been implicated in emotional distress and in therapeutic engagement and outcome, namely level of agreement on goals within parent child-dyads and the association between goal-related processes and emotional distress. As a result, the thesis offers several important clinical implications for clinicians working within child and adolescent mental health services.
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Salter, Nicholas P. "GOAL ORIENTATION AS A MODERATOR BETWEEN TRANSFORMATIONAL LEADERSHIP AND WORKPLACE OUTCOMES." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1147467648.
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Cooper, Dylan Anthony. "Antecedents of Advice Taking in Organizations: A Goal-Activation Approach." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613213.
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This dissertation consists of two largely stand-alone chapters. The first chapter presents a goal-activation theory of the antecedents of advice taking. I propose that three separate categories of goals - decision quality, social standing, and emotional well-being - influence receptivity to advice. Decision quality goals increase striving toward a good outcome in the decision for which the advice was given. Social standing goals focus attention on the social effects of the act of taking or rejecting the advice. Emotional well-being goals are related to establishing or maintaining a desired affective state. Each of these goals can be activated by attributes of the situation, advice, advisee, and advisor. Because they increase striving toward different ends, the goals direct attention to disparate advice-related cues and affect the evaluation of those cues. This results in different responses to advice. At the current time, nearly all research on advice taking has addressed decision quality goals and related cues. By presenting this theory, I hope to increase interest in a wider set of antecedents of advice taking. The second chapter reports a series of studies testing hypotheses derived from the theory presented in the first chapter. Specifically, I contrast the effects of an advisor's relative expertise to effects of the advisor's relative hierarchical position on advice taking. I hypothesize that the effects of expertise are driven by decision quality goals, while the effects of relative hierarchical position relate to social standing goals. I further hypothesize that advisees' conceptions of appropriate leader-follower relations (specifically, follower co-production role orientation; Carsten & Uhl-Bien, 2012) activate social standing goals, but not decision quality goals. Lastly, I propose that outcome accountability increases attention to decision quality goals and reduces attention to social standing goals.
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Shakiba, Afshin. "Exercisers' Perceived Health, Goal Orientation, Physical Self-Perception and Exercise Satisfaction." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-175.
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<p>The purpose of the study was two fold: a) to develop and to test the Perceived Health & Exercise Participation Profile (PH&EPP); b) to examine the relationship between exercisers’ perceived health, goal orientation, physical self perception and exercise satisfaction. The sample consists of 126 exercisers (43 Male, 83 Female with mean age 35.6 ± 9). The study included a new questionnaire - the Perceived Health & Exercise Participation Profile (PH&EPP) and three other instruments: 1) Physical Self-Perception Profile (PSPP); 2)Task & Ego orientation in Sport Questionnaire (TEOSQ); and 3) Rosenberg's Self-Esteem (RSE) Scale. The data were analyzed through SPSS 13.0 using Alpha coefficient, test-rest reliability, bivariate correlation and analysis of variance (ANOVA). Cronbach’s Alpha was satisfied </p><p>( .70) at 5 of 6 subscales. The test-retest reliability reached to significant level (ranging from .43 to .76) for all subscales. The majority of PH&EPP’s subscales reached to significant correlations except Health and Exercise as Life Values. The Satisfaction with Health and Exercise Participation reached to significant correlations with all PSPP’s subscales, Task goal orientation, and RSE except Ego goal orientation. The Perception of Exercisers obtained significant correlations at 3 of 5 PSPP’s subscales. Exercisers indicated more task goal orientation than ego goal orientation. The results are discussed from the point of view of the Perceived Health and Sport/Exercise Participation model.</p>
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Spara, Ellen Godfrey. "Individual and unit level goal orientation as predictors of employee development." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6995.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Bock, Susan. "The application of goal orientation theory to structured youth sport settings." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368410.
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Pietersen, Maxine Wendy. "The orientation of achievement : can goal orientation be used to predict academic achievement in a multicultural environment?" Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/58660.
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Research has shown that goal orientation has a direct relationship with academic achievement for students. This relationship varies for South African students from different backgrounds. This mini dissertation investigated the relationship between academic achievement and goal orientation but moreover explored the mediating variables at play in this relationship.
A quantitative correlational research study was employed with a sample size of 545 South African students ranging in age from 18 to 48 with a mean of 20.77 (SD = 2.94). Students completed an online survey, through Qualtrics. T tests yielded results suggesting that there was a significant difference (p = <.05) in the performance avoidance scores for historically advantaged students (M = 7.24, SD = 2.03) and historically disadvantaged students (M= 7.83, SD = 2.15), suggesting that historically disadvantaged students are more performance avoidant compared to historical advantaged students.
Two way between groups ANOVA showed that the historical advantaged students (M = 65.39, SD= 14.30) scored higher academically compared to the historical disadvantaged students (M=54.42, SD=15.17). Structural equation modelling (SEM) produced results showing that Goal achievement (GAQ) related positively, with a large direct, significance effect with Culture (R^2=0.0, ᵝ = 0.71, C.R.= 4.91, p<.001), proposing that students who are individualistic (or traditional) perform better academically.<br>Mini Dissertation (MA)--University of Pretoria, 2016.<br>Psychology<br>MA<br>Unrestricted
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Roness, Simon. "COPING STRATEGIES AMONG ELITE SWEDISH FOOTBALL PLAYERS IN RELATION TO THEIR GOAL ORIENTATION PROFILES." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15580.
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The objectives of this study were to investigate: (1) elite Swedish football players use of coping strategies, (2) their goal orientations, and (3) the relationship between their goal orientation profiles and use of coping strategies. Participants were 83 male elite Swedish football players. The Perception of Success Questionnaire and COPE inventory were administered to meet the objectives. Results showed a significant interaction effect between athletes’ task and ego goal orientations and their use of planning. Athletes’ with a HT/LE profile (3.06 ± 0.36; M ± SD) used frequently more planning than athletes’ with a LT/LE profile (2.59 ± 0.51). Moreover, athletes’ high in task (2.71 ± 0.37) used more problem-focused strategies than athletes low in task (2.54 ± 0.33), and athletes’ low in ego (2.31 ± 0.24) used more emotion-focused strategies than athletes’ high in ego (2.17 ± 0.27). Results are discussed in relation to previous research of achievement motivation and athletes’ use of coping strategies.<br>Syftet med föreliggande studie var att undersöka: (1) svenska elitfotbollsspelares användande av coping strategier, (2) deras målorienteringar, och (3) relationen mellan deras målorienteringsprofiler och användande av coping strategier. Urvalet bestod av 83 manliga svenska elitfotbollsspelare. Studiens syften undersöktes med hjälp av The Perception of Success Questionnaire och COPE inventory. Resultaten visade en signifikant interaktionseffekt mellan idrottarnas task och ego orienteringar och användande av planering. Idrottare med en HT/LE profil (3.06 ± 0.36; M ± SD) använde sig av mer planering än idrottare med en LT/LE profil (2.59 ± 0.51). Vidare använde idrottare med en hög task-orientering (2.71 ± 0.37) sig av mer problem-fokuserade strategier än idrottare med en låg task-orientering (2.54 ± 0.33) och idrottare med en låg ego-orientering (2.31 ± 0.24) använde mer emotions-fokuserade strategier än idrottare med en hög ego-orientering (2.17 ± 0.27). Resultaten har diskuterats i relation till tidigare forskning inom prestationsmotivation och idrottares coping strategier.
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Meyer, Debbie. "Goal setting orientation and the level of career preparations for senior high school students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998meyerd.pdf.
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Dragoni, Lisa Christine. "Understanding state goal orientation leadership and work-group climate as key antecedents /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2197.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Business and Management. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Mann, Jeff E. "Reflections of four student-athletes on their goal orientation during high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59388.pdf.
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Scielzo, Shannon. "THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3728.
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The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD
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Esson, Patrice. "They're All in it Together: A Pattern Approach to Exploring Goal Orientation." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/38738.
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The purpose of the present study was to expand researchers' understanding of work motivation by taking a pattern approach to the examination of the dimensions of goal orientation. To explore the differential behavior of people who possess different goal orientation patterns, the present study sought to verify the existence of optimal and least optimal patterns using two important motivational outcome variables: self-efficacy and exerted effort. In addition, the role of the performance-approach goal orientation (PGO) dimension within the context of goal orientation patterns was examined. Data was collected from a sample of college students who were asked to perform a puzzle solving task and complete scales assessing their effort exerted and self-efficacy related to this task. Three hundred and seventy one participants were classified into 8 patterns. The results confirmed the existence of an optimal and a least optimal pattern of goal orientation for self efficacy and partially confirmed the existence of such patterns for exerted effort. The findings also suggested that PGO is better understood when it is examined in the context of goal orientation patterns. Specifically, PGO exhibited adaptive behaviors when paired with a strong learning goal orientation (LGO) and weak performance-avoid goal orientation (AGO), and maladaptive behaviors when paired with a strong AGO and low LGO. Taken as a whole, the results indicated that the use of goal orientation patterns produces findings that have not been previously demonstrated by traditional variable-oriented approaches. Implications of these findings and suggestions for future research are discussed.<br>Ph. D.
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Smith, Ethan M. "The Effect of Performance Appraisal Purpose and Goal Orientation on Self-Efficacy." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1548266666331688.
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Oyer, Melissa Heidi. "Investigating Gender Differences in Achievement Goal Orientation in Example-Based Algebra Learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/253596.
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School Psychology<br>Ph.D.<br>This study was designed to compare the effects of the use of worked examples and self-explanation on motivation for male and female students. More specifically, the present study examines whether there are differences between males and females with regards to their achievement goals and if gender plays a role in how students respond to questions about their motivation in the presence of other male or female students. Comparisons of student responses on Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) were also conducted. Participants were 147 seventh-, eighth- and ninth-grade non-honors Algebra I students (82 girls and 65 boys) from three schools and eight classrooms within the same school district on the east cost of the United States of America. Results replicated the finding that females have more mastery goals than males, however no gender differences were found for either performance. In addition, it appears that students respond differently to some questions about their motivation in the presence of other male or female students. Finally, the AGQ-R and the PALS appear to be consistent representations of students' achievement goals.<br>Temple University--Theses
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Huang, Hsin-Hao, and 黃信豪. "Subordinate Goal Orientation and Work Performance: The Moderating Effect of Supervisor’s Goal Orientation." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/40110687504784372083.
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碩士<br>國立臺灣大學<br>心理學研究所<br>101<br>Goal orientation has played an important role in organizational research field recently. But in the past, most research focused on the effect of one goal orientation instead of three goal orientations simultaneously. Besides, very few past research mentioned how the relationship between outcome and goal orientation will be affected in the interpersonal context. In order to solve these problems, this research attempts to find out the relationship among three goal orientations and the outcomes that is related to single goal orientation in the past research. The other purpose of this research is to test how supervisor’s goal orientations moderate the relationship between subordinate’s goal orientations and the outcomes. HLM was used to analyze the nested data consisting of 72 supervisors and 189 subordinates. The result shows that three goal orientations do have different effects on the creative performance and withdrawal behaviors but not on job performance. The results also indicate that supervisor’s learning goal orientation do moderate the relationship between subordinate’s learning goal orientation and work performance and creative performance separately, but not on withdrawal behavior. Supervisor’s prove performance goal orientation and avoid performance goal orientation have no moderating effect on the relationship among subordinate’s goal orientations and outcomes. At last, results, implication, limitation and future direction have been discussed.
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Lee, Anita N. "Goal orientation and sport orientation of intercollegiate athletes." 2005. http://www.oregonpdf.org.
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Soltani, Jeanine Louise. "Goal orientation among graduate students." 2007. http://digital.library.okstate.edu/etd/umi-okstate-2197.pdf.
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Webb, Justin W. "Goal Orientation as Shaping the Firm's Entrepreneurial Orientation and Performance." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-6990.
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Firms’ top decision makers cannot possibly know what decisions to make. Rather, decision makers must interpret their situations and make the best possible decision based upon their interpretation of their situations. In this dissertation, I examine decision-makers’ goal orientations as influencing how they interpret their situations and then respond through making decisions in terms of their firms’ entrepreneurial orientations. I also examine whether these decisions influence firm performance. I surveyed top firm decision makers in the Association of Former Students’ database at Texas A and M University. The hypotheses were tested using a structural equation modeling. Using a sample of 273 firms, I find that decision-makers’ goal orientations shape their firm’s entrepreneurial orientations, which in turn influence firm growth, relative performance, and expected future performance. Possessing a learning goal orientation was found to be positively related to innovativeness, proactiveness, and risk taking. A performance prove goal orientation was positively related to innovativeness, whereas a performance avoid goal orientation was negatively related to innovativeness and risk taking. Only a proactive firm posture was found to be positively related to firm performance. The results for this dissertation provide compelling support for upper echelons theory. Decision-makers’ finer-grained personal attributes are found to shape firm-level outcomes. More specifically, decision-makers’ goal orientations are found to shape the firm’s entrepreneurial orientation and, to some extent, performance. Interestingly, coarse-grained personal attributes captured in demographic proxies and used as control variables in the analyses did not provide consistent support for upper echelons theory. The results suggest that scholars need to take a finer-grained perspective of upper echelons theory. A substantial amount of research has established the link between individuals’ goal orientations and how they interpret and respond to their situations. The research here has extended this relationship to the top decision-making context in firms where individuals face strong situational forces caused by uncertainty, complexity, and dynamism. I hope that this research encourages other scholars to (1) examine more complex models of how decision-makers’ personal attributes influence their entrepreneurial decisions in terms of both recognizing and exploiting opportunities, and (2) examine other finer-grained attributes of top decision makers within a finer-grained framework of the decision-making process.