Journal articles: 'Goal orientation'

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

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The Achievement Goal Framework describes students’ goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success in a range of educational settings, but have not been used in post-secondary chemistry. This study describes the goal orientations of General Chemistry students and explores the relationship of goal orientations to success in the course. On average, students report higher task and self orientations than other orientation. Task orientation had a positive relationship with exam performance and self orientation had a negative relationship with exam performance. Clustering students showed that for the majority of students task and self orientations moved concurrently and students with low preference across the three orientations also performed lowest on exams. Finally, students in classes using Flipped-Peer Led Team Learning, a pedagogy designed to bring active learning to a large lecture class, showed higher task orientation than those in classes with lecture-based instruction.

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Levontin, Liat, and Anat Bardi. "Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation." Personality and Social Psychology Bulletin 44, no. 8 (April 11, 2018): 1258–69. http://dx.doi.org/10.1177/0146167218765745.

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Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

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

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

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VandeWalle, Don. "Goal orientation:." Organizational Dynamics 30, no. 2 (November 2001): 162–71. http://dx.doi.org/10.1016/s0090-2616(01)00050-x.

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

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The objectives of the study are to investigate time orientation and goal orientation levels in light of some variables, and to identify the relationship between the two variables. The sample of the study consists of 698 male and female students studding at Yarmouk University. Zimbardo and Boyd (1999) Time Orientation Scale and Abu Ghazal et al., (2013) Goal Orientation Scale are used after assessing the validity and reliability for both scales. The results of the study showed that the past positive domain in time orientation ranked first, followed by future past negative, present hedonism, present fatalistic, respectively. The results also showed that the domain of mastery-approach in goal orientations ranked first, followed by performance-avoidance, and finally performance-approach. The results of the study indicated a statistically significant positive correlations between future time orientation and mastery- approach goal orientation, and between past negative time orientation and performance- avoidance goal orientation. There are statistically significant positive correlations between time orientation domains and goals orientations domains except a negative correlation between present fatalistic time orientation and mastery-approach goal orientation

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

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

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

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

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Lee, Hsu-Hua, and Tsau-Tang Yang. "Employee Goal Orientation, Work Unit Goal Orientation and Employee Creativity." Creativity and Innovation Management 24, no. 4 (May 4, 2015): 659–74. http://dx.doi.org/10.1111/caim.12118.

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

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It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achievement behaviors. A total of 135 third-year (n = 54 male; n = 81 female) students in a preservice English teacher education program participated in this study of goal orientation. The proposed goal orientations were measured by adapting the Goal Orientation Scale developed by Skaaalvik (1997) for the L2 learning domain, and students' language achievement was measured by a TOEFL test. Results indicated that students placed most emphasis on task mastery goals and that this was related to language achievement. Task mastery goals are negatively correlated with work-avoidance. Self-defeating ego orientation is positively correlated with both work-avoidance and self-enhancing ego orientation. The analysis also suggested that male students had a stronger tendency to avoid work.

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Medcof, John W. "TEAMWORK GOAL ORIENTATION AS A NEW COMPONENT OF GOAL ORIENTATION CONCEPTUALIZATION." Academy of Management Proceedings 2006, no. 1 (August 2006): O1—O6. http://dx.doi.org/10.5465/ambpp.2006.22898642.

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Skordilis, Emmanouil K., Dimitra Koutsouki, Katerina Asonitou, Elizabeth Evans, Barbara Jensen, and Kenneth Wall. "Sport Orientations and Goal Perspectives of Wheelchair Athletes." Adapted Physical Activity Quarterly 18, no. 3 (July 2001): 304–15. http://dx.doi.org/10.1123/apaq.18.3.304.

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The purpose was to examine the sport orientations and goal perspectives of wheelchair adult athletes who differed on gender and type of sport. Participants were 34 male and 14 female marathoners and 166 male and 29 female basketball players. Instruments were the Sport Orientation Questionnaire (SOQ) and the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Separate 2 × 2 (Gender × Sport) multivariate analysis of variance revealed that on the SOQ, males scored higher on competitive orientation, females scored higher on goal orientation, and no gender differences occurred on win orientation. Basketball players scored higher on win orientation, marathoners scored higher on goal orientation, and no differences occurred between sport groups on competitiveness orientation. On the TEOSQ, there were no gender differences; marathoners scored higher on ego orientation, and no differences occurred between sport groups on task orientation.

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Latham, Gary, Gerard Seijts, and John Slocum. "The goal setting and goal orientation labyrinth." Organizational Dynamics 45, no. 4 (October 2016): 271–77. http://dx.doi.org/10.1016/j.orgdyn.2016.10.001.

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David J. Radosevich, Mark R. Allyn, and Seokhwa Yun. "Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes." Seoul Journal of Business 13, no. 1 (June 2007): 21–48. http://dx.doi.org/10.35152/snusjb.2007.13.1.002.

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Frislia, Ernie, and Seger Handoyo. "THE ROLE OF SELF-CONSTRUAL AND GOAL ORIENTATION ON EMPLOYEE INNOVATIVE WORK BEHAVIOR." Jurnal Psikologi 19, no. 3 (July 8, 2020): 233–45. http://dx.doi.org/10.14710/jp.19.3.233-245.

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Innovation is an effort to increase the companies' competitiveness in Indonesia in the era of the ASEAN Economic Community and confront the fourth industrial era. Innovative work behavior is an organization's methods to implement innovations and improve performance, excellence, competitiveness, and confront changes in the dynamic external environment. This study aims to examine the effect of self-construal and goal orientation on innovative work behavior by testing hypotheses using multiple regression analysis. Data collection in this study uses an innovative work behavior scale, self-construal scale, and goal orientation scale, an online survey method filled by 168 employees working in the manufacturing industry sectors in Indonesia. The results show that self-construal and goal orientation have a positive effect on innovative work behavior, enhancement in self-construal, and goal orientation to increase employees' innovative work behavior—the contribution of goal orientation significant higher for employees' innovative work behavior than for self-construal contributions. Individuals with goal orientations can help organizations to develop innovation through innovative work behavior.

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Elg, Mattias, Beata Kollberg, Jan Lindmark, and Jesper Olsson. "Goal Orientation and Conflicts." Quality Management in Health Care 16, no. 1 (January 2007): 84–97. http://dx.doi.org/10.1097/00019514-200701000-00010.

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Kim, Eolim, and Tae Young Han. "The effect of goal orientation on continuous learning activity." Korean Journal of Industrial and Organizational Psychology 31, no. 1 (February 28, 2018): 123–47. http://dx.doi.org/10.24230/kjiop.v31i1.123-147.

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This study focused on motivational characteristics of two goal orientations affecting continuous learning activity. Specifically the study examined effects of performance goal orientation and learning goal orientation on continuous learning activity through mediation effects of two types of feedback seeking behavior - positive and negative feedback seeking behavior. The survey data from 208 employees working in various organizations were analyzed using structure equation analysis. For a comparison, analyses of two goal orientation were conducted separately. Results showed that each goal orientation has positive effects on positive and negative feedback seeking behaviors. While positive feedback seeking behavior was found to affect continuous learning activity positively, negative feedback seeking behavior was not significant. The study revealed that full mediation effect of positive feedback seeking behavior between performance goal orientation and continuous learning activity, and it also found that the effect of learning goal orientation on continuous learning activity was partially mediated by positive feedback seeking behavior. Similar relational patterns were found when the two goal orientations were put in the analysis simultaneously. Suggestions for implications and future research were provided based on the findings.

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Shin, Kim, and Hur. "Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations." International Journal of Environmental Research and Public Health 16, no. 15 (July 31, 2019): 2738. http://dx.doi.org/10.3390/ijerph16152738.

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Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

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Mentiş Köksoy, Aylin, and Mehtap Aydıner Uygun. "Examining the achievement goal orientation levels of Turkish pre-service music teachers." International Journal of Music Education 36, no. 3 (November 27, 2017): 313–33. http://dx.doi.org/10.1177/0255761417734693.

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Achievement goal orientation (AGO) might help music teacher candidates make their learning processes more effective by revealing how they are motivated towards the learning tasks. In this respect, the purpose of this study was to examine the levels of achievement goal orientation of pre-service music teachers according to eight variables. The participants of the study consisted of 1250 undergraduate students studying in the departments of music education during the academic year 2013–2014 in Turkey. The data were collected through an Information Form and the Achievement Goal Orientation Scale (AOS). The results of the study revealed that gender, grade level, students’ achievement level and willingness had small effects on students’ learning goal orientation. Practice time in music, students’ evaluation of their own achievement levels among their peers, the extent to which students found themselves skilled in music and pursuing another profession had a medium effect on learning goal orientation. Informing students about the achievement goal orientation and the effects of these goals on the teaching and learning process may help students with their achievement goal orientations towards the desired direction.

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Sage, Luke, and Maria Kavussanu. "Multiple Goal Orientations as Predictors of Moral Behavior in Youth Soccer." Sport Psychologist 21, no. 4 (December 2007): 417–37. http://dx.doi.org/10.1123/tsp.21.4.417.

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The purpose of this study was to examine task-, ego-, and social-goal orientations as predictors of prosocial and antisocial behavior in youth soccer. Participants were 365 male (n = 227) and female (n = 138) youth soccer players Mage = 13.4 years, SD = 1.8), who completed questionnaires measuring task and ego orientation; the goals of social affiliation, social recognition and social status; prosocial and antisocial behavior; and demographics. Regression analyses revealed that prosocial behavior was predicted positively by task orientation and social affiliation and negatively by social status. In contrast, antisocial behavior was predicted positively by ego orientation and social status and negatively by task orientation. Findings for task and ego orientation are consistent with previous work. Social-goal orientations explained further variance in prosocial and antisocial behavior, and their inclusion in future moral research is encouraged.

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Martínez-González, Natalia, Francisco L. Atienza, Joan L. Duda, and Isabel Balaguer. "The Role of Dispositional Orientations and Goal Motives on Athletes’ Well- and Ill-Being." International Journal of Environmental Research and Public Health 19, no. 1 (December 28, 2021): 289. http://dx.doi.org/10.3390/ijerph19010289.

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Findings in different contexts suggest that task orientation and ego orientation are related to adaptive and maladaptive motivational patterns, respectively. In sport, these personal dispositions could influence other important variables such as the goals that athletes pursue (and why they pursue them) during the season and their well- and ill-being. The main purpose of this research was to examine the relationship between athletes’ dispositional goal orientations, their goal motives, and their reported well-being (subjective vitality) and ill-being (physical and emotional exhaustion). The study involved 414 Spanish university athletes (206 female and 208 male) with an age range of 17 to 33 years (M = 20.61; SD = 2.58) that completed a package of questionnaires at the beginning of the season. Results of path analysis revealed that athletes’ task orientation was negatively associated to physical and emotional exhaustion indirectly through autonomous and controlled goal motives. In contrast, ego orientation was positively related to physical and emotional exhaustion via its link to controlled goal motives. Athletes’ task orientation directly and positively predicted subjective vitality, even though goal motives were not significant mediators. These findings support previous evidence about the protective role of athletes’ task orientation, in contrast to ego orientation, confirming its positive relationship with well-being and its negative one with ill-being. Additionally, it extends the knowledge regarding interdependencies between goal orientations and goal motives and how both contribute to athletes’ optimal or compromised functioning.

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Rustam Mohd Rameli, Mohd, Azlina Mohd Kosnin, Yeo Kee Jiar, and Zakiah Mohamad Ashari. "Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective." International Journal of Engineering & Technology 7, no. 2.10 (April 2, 2018): 113. http://dx.doi.org/10.14419/ijet.v7i2.10.10967.

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This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools. Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other. This suggests that students could adopt more than one goal orientation simultaneously. By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals). Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster. This study extends the knowledge of how students adopt multiple goals in Mathematics learning. The results have significant impact on mathematics education context of Malaysia.

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Muzaki, Ahmad, Dyah Probowulan, and Achmad Syahfrudin. "Peran Pernyataan Orientasi Tujuan Kinerja dan Pernyataan Orientasi Tujuan Pembelajaran terhadap Kemampuan Mahasiswa." Journal of Economic, Bussines and Accounting (COSTING) 3, no. 1 (December 29, 2019): 217–34. http://dx.doi.org/10.31539/costing.v3i1.817.

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Objective orientation is a mental framework as individuals give an impression and respond to situations or events that they face. Typically there are two kinds of goal orientation, namely orientation of performance goals (performance orientation) and orientation of learning goals (learning goal orientation). The phenomenon that there are still students who are extension or extension of time in doing the Final Project are all caused by the ability possessed by the individual. There are three factors that underlie the ability; self-efficacy, goals and performance. The researcher followed up the existence problems in the 2015 Accounting Study Program with four samples of Higher Education in Jember Regency, there were 82 respondents to answer the questionnaire given. Therefore an analytical tool is needed to determine the abilities possessed by students of the Accounting Study Program in Jember Regency. In this study researchers will test performance goal orientation statements (state performance goal orientation) and statement of learning goal orientation (state learning goal orientation) on self-efficacy (self-efficacy), goals (goals) and performance (performance) that each individual has. Keywords: Goal Orientation, State Goal Orientation Learning, State Performance Goal Orientation, Self-Efficacy, Goals and Performance.

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Zheng, Anqing, Daniel A. Briley, Margherita Malanchini, Jennifer L. Tackett, K. Paige Harden, and Elliot M. Tucker–Drob. "Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age." European Journal of Personality 33, no. 3 (May 2019): 317–36. http://dx.doi.org/10.1002/per.2202.

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Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

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Duda, Joan L., and Harry L. Hom. "Interdependencies between the Perceived and Self-Reported Goal Orientations of Young Athletes and Their Parents." Pediatric Exercise Science 5, no. 3 (August 1993): 234–41. http://dx.doi.org/10.1123/pes.5.3.234.

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This study examined the interrelationships between young athletes’ and parents’ personal and perceived goal orientations in sport. Forty-three boys and 34 girls who were involved in a summer basketball camp completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) with respect to their own dispositional goal perspective in basketball and their perceptions of the goal orientation of the parent who was most involved with their basketball participation. The parents (55 mothers and 21 fathers) responded to the TEOSQ in tenns of their personal goal orientation and their perceptions of the goal orientation held by their child in basketball. Results revealed no significant correlations between children’s and parents’ self-reported task and ego orientation. Children’s goal orientation was significantly related to their views concerning the goal orientation adopted by their patents. The implications of these findings for understanding the socialization of sport goal orientations are discussed.

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Herdian and Roseyoana Logisian Subekti. "Achievement Goal Orientation in Online Learning Is Performance Goal More Important Than Mastery Goal In Farmachy Student?" International Journal of Scientific Research and Management 10, no. 04 (April 15, 2022): 1052–56. http://dx.doi.org/10.18535/ijsrm/v10i4.sh02.

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Online learning is still in effect until early 2022. Teachers, students and parents can feel the impact on the educational aspect. We examine students' learning motivation in achievement goal orientation during online learning. A total of 238 pharmacy students filled out the achievement goal orientation scale online. The results show no significant difference in the average of each orientation, including the approach and avoidance dimensions. Our findings illustrate how pharmacy students as part of a collectivist society affect student orientation in achievement goals. The results show that the average performance goal orientation is higher than the mastery goal orientation. The results of the dimensions are discussed in detail.

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Huang, Yin-Mei. "Networking behavior: from goal orientation to promotability." Personnel Review 45, no. 5 (August 1, 2016): 907–27. http://dx.doi.org/10.1108/pr-03-2014-0062.

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Purpose – Networking behaviors assist individuals in doing their jobs better and advancing their careers. However, most research emphasizes the effects of job characteristics on networking behaviors, neglecting the effects of individual differences in goal orientations. Moreover, few studies investigate the prospective evaluation of promotability and the mediating effect of networking behavior on the relationship between goal orientation and promotability. Thus, the purpose of this paper is to clarify the nomological network and to expand the domain of networking behavior by identifying networking as career- and community-based networking behaviors and by examining the differential relationships among goal orientation, networking behaviors, and promotability. Design/methodology/approach – This study surveyed and collected data from 160 financial employees and 103 supervisors working at branches of a large bank in Taiwan. Questionnaires addressing both networking behavior and goal orientation were distributed to employees, and one week later their supervisors were sent another survey about employees’ promotability evaluations. Findings – Learning goal orientation was positively related to both career- and community-based networking behaviors. Performance goal orientation was also positively related to career-based networking behaviors, but negatively related to community-based networking behaviors. Career-based networking behaviors, particularly maintaining contacts and engaging in professional activities, were found to be positively related to promotability. Results also show that career-based networking behaviors, particularly maintaining contacts and engaging in professional activities, mediated the relationship between goal orientation and promotability. Research limitations/implications – This study addresses the importance of distinguishing between networking behaviors as career based and networking behaviors as community based and shows that these two sets of networking behaviors arise from different goal orientations and have differential effects on supervisory evaluation of promotability. Practical implications – By linking networking behavior with promotability, this study helps managers understand how employees’ enactment of specific networking behaviors can facilitate both the employees’ career development and the employees’ placement in important organizational positions. Originality/value – This study fulfills an identified need to understand the nomological network of networking behavior.

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Som, Anirban, Chris Dubelaar, and Rafi M. M. I. Chowdhury. "The effects of goal orientation on goal pursuit." Journal of Business Research 104 (November 2019): 322–32. http://dx.doi.org/10.1016/j.jbusres.2019.07.017.

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Sujan, Harish, Barton A. Weitz, and Nirmalya Kumar. "Learning Orientation, Working Smart, and Effective Selling." Journal of Marketing 58, no. 3 (July 1994): 39–52. http://dx.doi.org/10.1177/002224299405800303.

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Learning and performance goal orientations, two motivational orientations that guide salespeople's behavior, are related to working smart and hard. Working smart is defined as the engagement in activities that serve to develop knowledge of sales situations and utilize this knowledge in selling behavior. It is found that a learning goal orientation motivates working both smart and hard, whereas a performance goal orientation motivates only working hard. The goal orientations also are found to be alterable through supervisory feedback. Furthermore, self-efficacy, salespeople's confidence in their overall selling abilities, is found to moderate some of the relationships with the goal orientations.

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Schell, Kraig L., and Jeffrey M. Conte. "Associations among polychronicity, goal orientation, and error orientation." Personality and Individual Differences 44, no. 1 (January 2008): 288–98. http://dx.doi.org/10.1016/j.paid.2007.08.009.

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Williams, Lavon, and Diane L. Gill. "The Role of Perceived Competence in the Motivation of Physical Activity." Journal of Sport and Exercise Psychology 17, no. 4 (December 1995): 363–78. http://dx.doi.org/10.1123/jsep.17.4.363.

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Understanding the role of perceived competence in the motivation of sport and physical activity is an important endeavor. This study attempted to examine the role of perceived competence by (a) investigating its relationship with goal orientations as hypothesized by Nicholls’s theory of achievement motivation, and (b) testing a proposed model linking goal orientations and motivated behavior. Students (N = 174) completed questionnaires assessing goal orientations, perceived competence, intrinsic interest, and effort. Regression analyses revealed that task orientation was a good predictor of effort; however, the interaction of ego orientation and perceived competence failed to adequately predict effort. Path analysis results revealed that task goal orientation, but not ego orientation, directly influenced perceived competence, intrinsic interest, and effort. In addition, intrinsic interest played a mediating role between perceived competence and effort and between task goal orientation and effort.

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Kanar, Adam. "Employment goal commitment moderates the impact of job search goal orientation on the job search process." Career Development International 22, no. 6 (October 9, 2017): 659–82. http://dx.doi.org/10.1108/cdi-10-2016-0165.

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Purpose The purpose of this paper is to enhance the understanding of self-regulation during job search by integrating goal-orientation theory with a resource allocation framework. Design/methodology/approach The author surveyed job searching new labor market entrants at two time points and hypothesized that the effects of job seekers’ state goal orientations on indicators of self-regulation during the job search process (procrastination, anxiety, and guidance-seeking behaviors) depended on levels of employment goal commitment (EGC). Findings Results indicate that for job seekers with higher levels of EGC, a state learning-approach goal orientation (LGO) was beneficial for the job search process and a state performance-approach goal orientation (PGO) was detrimental. For job seekers with lower levels of EGC, a state LGO was detrimental to the search process, while a state PGO was beneficial. Research limitations/implications This research extends the understanding of state goal orientation in the context of job search. Future research may replicate these findings with different samples of employed and unemployed job seekers and extend this research with additional conceptualizations of resource limitations. Practical implications The present research suggests that the effectiveness of learning-approach goal-orientation training methods in the context of job search must be considered in light of individual differences in resource availability. In particular, individuals with lower resources available for job searching may benefit from interventions focusing on increasing state PGO. Originality/value The present results suggest that EGC is an important moderator of the impact of job search goal orientation on indicators of self-regulation during job search, and therefore present important boundary conditions regarding the role of state goal orientation in the job search process.

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Chin, Ngien-Siong, Selina Khoo, and Wah-Yun Low. "Self-Determination and Goal Orientation in Track and Field." Journal of Human Kinetics 33, no. 1 (June 1, 2012): 151–61. http://dx.doi.org/10.2478/v10078-012-0054-0.

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Self-Determination and Goal Orientation in Track and FieldThis study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation.

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Kibirige, Douglas, and Ajay S. Singh. "Efficiency and Goals of Smallholder Sugarcane Farmers in Eswatini (Swaziland)." Journal of Agricultural Studies 9, no. 3 (August 8, 2021): 123. http://dx.doi.org/10.5296/jas.v9i3.18776.

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Establishing farmers’ goals is very essential for increased productivity and profitability in sugarcane production. This study aimed at establishing farmers’ goals and their relationship with farmers’ efficiency. The study used primary data collected from 147smallholder sugarcane farmers. This study employed factor analysis to generate goal orientations of farmers and estimated farmers’ efficiency using Data Envelopment Analysis (DEA) model. The findings of the study revealed that the majority of the farmers interviewed were females (57%), with 39% of farmers’ attained secondary education, average mean age of 56 years, farming experience of 10 years and cultivate about 4.5 hectares of sugarcane. Farmers’ goal orientations generated were instrumental orientation, sustainable orientation, family and leisure orientation, expressive orientation and social status orientation. Farmers’ estimated technical efficiency, allocative efficiency and economic efficiency were 89.57%, 84.94% and 76.43%, respectively. The results suggest that farmers can still improve efficiencies without changing the available technologies. The drivers of farmers’ technical efficiency were education, age, instrumental orientation and social status. Farmers’ allocative efficiency was influenced by age, family and leisure orientation and social status orientation. The determinants of farmers’ economic efficiency were education, family and leisure orientation, age and social status orientation. The study recommends formulating rural development programmes and policies that target sugarcane farmers’ engagement and participation in sugarcane production and also consider farmers’ oriented goals and socio-economic drivers for significant increase in productivity.

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Williams, Lavon. "Goal Orientations and Athletes' Preferences for Competence Information Sources." Journal of Sport and Exercise Psychology 16, no. 4 (December 1994): 416–30. http://dx.doi.org/10.1123/jsep.16.4.416.

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This study examined the relationship between goal orientations and preferences for sources of competence information. It was hypothesized that athletes higher in ego goal orientation would have a greater preference for game outcome, significant others' evaluation, and peer comparison, whereas athletes higher in task goal orientation would have a greater preference for learning, effort, and improvement as sources of competence information. To test this hypothesis, 152 high school athletes (78 females and 74 males) completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Sport Competence Information Scale (SCIS). A principal component factor analysis on the SCIS identified seven information sources. Canonical correlations revealed an overall trend whereby task goal orientation is associated with more self-referenced sources, and ego orientation is related to more norm-referenced sources of information.

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Baena-Extremera, A., JA Abraldes, A. Granero-Gallegos, and M. Gómez-López. "Goal Orientation in Lifesaving Athletes." Open Sports Sciences Journal 11, no. 1 (July 31, 2018): 35–40. http://dx.doi.org/10.2174/1875399x01811010035.

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Background:The aims of this papers are two: 1) To study goal orientation in Lifesaving practitioners and 2) to analyze the differences in goal orientation depending of variables? such as sex, age and sport specialty.Method:Participants were 136 specialists swimmers in Rescue and Lifesaving, from youth (from 15 to 16 years) to junior (from 17 to 18 years) category. The Perception of Success Questionnaire (POSQ) was used to ask the objective of this research; also an internal consistency analysis of the instrument and a descriptive analysis of all variables were performed. A t-test for independent samples was used to confirm differences between groups.Result:The significance level was set at p ≤ .05. In general, the results showed dispositional at task-orientation. Gender differences were found in pool and beach specialists but none between the age categories. The results show strong sport motivation that favours sport for pleasure minimizing demotivation and dropout.

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Khait, Alexander. "Goal orientation in mathematics education." International Journal of Mathematical Education in Science and Technology 34, no. 6 (November 2003): 847–58. http://dx.doi.org/10.1080/00207390310001595438.

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Drach-Zahavy, Anat, and Anit Somech. "Goal Orientation and Safety Climate." Group & Organization Management 40, no. 4 (December 4, 2014): 560–88. http://dx.doi.org/10.1177/1059601114560372.

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Lee, Olivia F., James A. Tan, and Rajeshekhar Javalgi. "Goal orientation and organizational commitment." International Journal of Organizational Analysis 18, no. 1 (March 16, 2010): 129–50. http://dx.doi.org/10.1108/19348831011033249.

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Sachau, Daniel, Luke Simmering, Warren Ryan, and Max Adler. "Goal Orientation of Recreational Golfers." International Journal of Golf Science 2, no. 2 (December 2013): 95–115. http://dx.doi.org/10.1123/ijgs.2013-0010.

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Moore, E. Whitney G., and Karen Weiller-Abels. "Psychosocial Climates Differentially Predict 12- to 14-Year-Old Competitive Soccer Players’ Goal Orientations." Women in Sport and Physical Activity Journal 28, no. 2 (October 1, 2020): 111–18. http://dx.doi.org/10.1123/wspaj.2019-0007.

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Youth’s likelihood of participating in sport increases when they maintain a focus on enjoyment, learning, and effort (i.e., task goal orientation) rather than how they compare to others and norms (i.e., ego goal orientation). Achievement goal theory research consistently illustrates the significant influence of leader-created motivational climates on their participants’ goal orientation adoption. However, the influence of caring climate perceptions by highly competitive adolescent athletes on their goal orientation adoption has yet to be examined. Thus, this study assessed how competitive, adolescent soccer players’ perceptions of the climate as caring, task-, and ego-involving predicted their adoption of task and ego goal orientations. Players (N = 152, 62% female, 12–14 years of age) in the Olympic Development Program completed a survey that included measures of the caring climate, task-involving and ego-involving motivational climates, and task and ego goal orientations in soccer. Path analyses revealed males’ task goal orientation was significantly predicted by caring and task-involving climate perceptions. Females’ task goal orientation was significantly predicted by their task-involving climate perceptions. Ego goal orientation was significantly predicted by all athletes’ ego-involving climate perceptions. This is the first study to support the importance of fostering a high caring, as well as high task-involving, and low ego-involving climate when working with highly competitive adolescent athletes to keep their task goal orientation high. Research replicating this study is warranted to provide further support for these relationships longitudinally and across ages and sexes.

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Shin, Soo Young, and Ji sung Park. "The Interaction Effect of Learning Goal Orientation and Performance Goal Orientation on Job Performance." Korean Academy of Organization and Management 41, no. 4 (November 30, 2017): 163–82. http://dx.doi.org/10.36459/jom.2017.41.4.163.

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Zhang, Jian, Ming Ji, Ch Mahmood Anwar, Quanxi Li, and Guanghua Fu. "Cross-level impact of team goal orientation and individual goal orientation on individual creativity." Journal of Management & Organization 26, no. 5 (February 21, 2018): 677–99. http://dx.doi.org/10.1017/jmo.2018.6.

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AbstractThis study explored how individual and team-level goal orientation influence individual creativity in a work setting. By creating a cross-level theoretical framework, we tested 562 members of 81 teams currently working in various companies in China. The study analyzed the relationships between individual goal orientation, team goal orientation, and individual creativity from cross-level perspective linked by motivated information processing theory. Applying multilevel research method and hierarchical-level modeling, we found that team learning goal orientation and individual learning goal orientation influence individual creativity through different information activities at their own levels. Moreover, team learning goal orientation has a positive and team performance-avoidance goal orientation has a negative effect on individual creativity through team information exchange, while individual learning goal orientation poses a positive effect on individual creativity through individual information elaboration. In conclusion, it was indicated that team members tend to elaborate more work-related information when teams are more learning-orientated. Conversely, team members do not tend to elaborate information when their team has higher performance-avoidance goal orientation.

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Dunn, John G. H., and Janice Causgrove Dunn. "Goal Orientations, Perceptions of Aggression, and Sportspersonship in Elite Male Youth Ice Hockey Players." Sport Psychologist 13, no. 2 (June 1999): 183–200. http://dx.doi.org/10.1123/tsp.13.2.183.

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The purpose of this study was to examine the relationship between goal orientations, perceptions of athletic aggression, and sportspersonship among elite male youth ice hockey players (M age = 13.08 years). Athletes (N = 171) completed questionnaires to assess their goal orientations, attitudes toward directing aggressive behaviors during competition, and non-aggression-related sportspersonship. In accordance with Vallerand, Deshaies, Cuerrier, Brière, and Pelletier (1996), sportspersonship was conceptualized as a five-dimensional construct. Multiple regression analyses revealed that high ego-oriented athletes were more inclined to approve of aggressive behaviors than those with low ego orientation. Players with higher levels of task orientation (rather than low task orientation) had higher sportspersonship levels on three dimensions. An analysis of goal orientation patterns revealed that regardless of ego orientation, low (compared to high) task orientation was more motivationally detrimental to several sportspersonship dimensions. The practical implications of these results are discussed in the context of Nicholls’s (1989) achievement goal theory.

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Yang, Feifei, Jiaqi Huang, Xiao Feng, and Miles M. Yang. "Decision-making in a dynamic task: effects of goal orientation on stocks and flows performance." Chinese Management Studies 14, no. 3 (January 20, 2020): 695–713. http://dx.doi.org/10.1108/cms-03-2019-0086.

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Purpose This paper aims to investigate the effects of goal orientation on understanding the dynamics of stocks and flows (SF). Design/methodology/approach The authors use the well-established department store task as the experimental task to evaluate people’s understanding of SF and implement a survey to assess different goal orientation levels. Ordinary least square is used to test the effects of goal orientations on the SF performance. Findings The findings suggest that learning goal orientation is positively associated with SF performance. However, prove and avoid performance goal orientation are unrelated to SF performance. Originality/value The study has important theoretical and practical contributions. From a theoretical perspective, the authors examine the impact of goal orientation in dynamic decision-making to advance the knowledge on the role of goal orientation. Practically, the research demonstrates that learning-goal-oriented people perform better in stock and flow tasks, suggesting that goal orientation is an important trait for recruiting organizational members whose work involves SF decision-making tasks.

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Lochbaum, Marc R., and Glyn C. Roberts. "Goal Orientations and Perceptions of the Sport Experience." Journal of Sport and Exercise Psychology 15, no. 2 (June 1993): 160–71. http://dx.doi.org/10.1123/jsep.15.2.160.

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Nicholas (1984a, 1984b, 1989) conceptual framework was used to study the relationship between two implicit goal orientations (task and ego) and achievement behaviors. This study examined the relationship between the goal orientations and (a) beliefs concerning determinants of success, (b) competition and practice strategies, (c) practice benefits, and (d) enjoyment. Subjects were 182 male and 114 female high school athletes who competed in at least one sport during the 1989–1990 school year. Factor analyses were conducted to determine the composition of the relevant factors. Ten factors emerged. Canonical analysis was employed to determine the relationship between goal orientations and the 10 subscales. The results, consistent with the hypotheses, showed that athletes with a task orientation focused on adaptive achievement strategies whereas athletes with an ego orientation focused on potentially maladaptive achievement strategies. The implications of the results to sport participation are discussed.

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Easton, Lauren, Mary D. Fry, Candace M. Hogue, and Susumu Iwasaki. "Goal Orientations Predict Exercisers’ Effort and Enjoyment While Engaged in Exercise and Reasons for Using a Fitness Tracker." Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (May 1, 2021): 1–13. http://dx.doi.org/10.2478/afepuc-2021-0001.

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Summary Fitness trackers (FTs) can help increase activity levels and decrease sedentary behavior. However, researchers have yet to examine whether individuals’ goal orientations influence physical activity behavior in response to FT use. This study examined whether goal orientations predicted participants’ effort and enjoyment while exercising and their reasons for using a FT. Participants (203 females, 57 males; Mage = 42.35 years) reported goal orientations, enjoyment and effort while exercising, and reasons for using an FT. Four stepwise linear regression analyses were calculated to assess the extent that goal orientations predicted effort and enjoyment while exercising and task- and ego-related reasons for using FTs. Both task and ego orientation scores positively predicted effort and enjoyment. Task orientation had a much greater influence than ego orientation over these motivational outcomes. Moreover, task orientation positively predicted task-related reasons for using a FT (e.g., “helps me strive to be my physical best”), while ego orientation positively predicted ego-related reasons for using a FT (e.g., “notifies me that I outperformed others”). Results suggest practitioners and FT manufacturers should consider promoting a task orientation (e.g., define success based on personal effort & improvement) to foster clients’ sustained motivation to engage in PA.

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Shi, Hong. "ELLs in Higher Education: Learning Strategy Use and Goal Orientation." World Journal of Education 12, no. 1 (February 20, 2022): 45. http://dx.doi.org/10.5430/wje.v12n1p45.

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This study examined language learning strategy and goal orientation of college-level English Language Learners (ELLs) by using a questionnaire survey. It analyzed the relationship between goal orientation and demographic characteristics and further explored the correlation between learning strategy use and goal orientation. The results of the study show that non-Asian ELLs had a greater performance goal orientation tendency than Asian ELLs. ELLs who had bachelor’s degree had a higher level of mastery goal orientation, as well as performance-approach goals than those who had master’s and doctoral degree. Female ELLs had a higher level of mastery goal orientation than male ELLs. Mastery goal orientation is positively related to all types of strategy, and it possessed the beneficial role in strategy use. Effective instructional methods for ELLs were provided to promote their adopting of mastery goals.

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Dekker, Sanne, Lydia Krabbendam, Nikki Lee, Annemarie Boschloo, Renate De Groot, and Jelle Jolles. "Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation." Journal of Educational and Developmental Psychology 6, no. 1 (January 12, 2016): 47. http://dx.doi.org/10.5539/jedp.v6n1p47.

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<p>This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.</p>

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van der Meij, Hans. "Goal-Orientation, Goal-Setting, and Goal-Driven Behavior in Minimalist User Instructions." IEEE Transactions on Professional Communication 50, no. 4 (December 2007): 295–305. http://dx.doi.org/10.1109/tpc.2007.908728.

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Liang, Haishan, Wei Sun, M. M. Fonseka, and Feng Zhou. "Goal orientations, absorptive capacity, and NPD team performance: evidence from China." Chinese Management Studies 13, no. 2 (June 3, 2019): 489–510. http://dx.doi.org/10.1108/cms-01-2018-0389.

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Purpose The purpose of this paper is to investigate the relationships between different types of team goal orientations (team learning orientation, team prove orientation and team avoid orientation) and team performance in new product development (NPD) and how these relationships are mediated by team absorptive capacity. Design/methodology/approach Data were collected through two surveys from 71 NPD teams and analyzed by the confirmatory factor analysis, correlation and hierarchical regression analysis methods. Findings The authors find that both teams’ learning and prove orientations are positively related to their absorptive capacity, which leads to increasing team performance in NPD. Further, the authors find support for the mediating role of team absorptive capacity in connecting team learning orientation and team prove orientation with team performance in NPD. Practical implications For practitioners, this paper suggests that to benefit from their NPD team efforts, firms with innovative aspirations should consider their existing and desired access to external knowledge sources and particularly the extent to which they can successfully integrate external knowledge with their internal knowledge structure. Originality/value The explication of team absorptive capacity is as a key mechanism through which different goal orientations of NPD teams inform the ability to successfully develop new products. By integrating the concepts of team goal orientations, team absorptive capacity and team performance in NPD, the authors seek to gain a better understanding of why some firms are more likely to do better than others in NPD. Findings of this paper extend concept of the nomological network on how absorptive capacity may serve as a direct outcome of different goal orientations. This paper responds to how Chinese firms can increase their innovative performance by infusing their current knowledge bases with external knowledge and extends the literature on knowledge management and managerial ties on innovation.

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Journal articles on the topic 'Goal orientation'

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