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Journal articles on the topic 'Goal setting'

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Published: 4 June 2021
Last updated: 28 July 2024

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1

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

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2

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

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3

Jones, Jeffrey G., and Elaine M. Kovalcik. "Goal setting." Postgraduate Medicine 83, no. 1 (January 1988): 257–61. http://dx.doi.org/10.1080/00325481.1988.11700118.

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4

MacAuley, D. "Goal setting." British Journal of Sports Medicine 30, no. 1 (March 1, 1996): 2. http://dx.doi.org/10.1136/bjsm.30.1.2.

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5

LATHAM, GARY P. "Goal Setting:." Organizational Dynamics 32, no. 3 (August 2003): 309–18. http://dx.doi.org/10.1016/s0090-2616(03)00028-7.

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6

Prince, Nathan. "Goal setting:." Journal of the American Dietetic Association 101, no. 5 (May 2001): 566. http://dx.doi.org/10.1016/s0002-8223(01)00365-0.

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7

Coey, Hazel. "Goal setting." Dental Nursing 13, no. 9 (September 2, 2017): 432–33. http://dx.doi.org/10.12968/denn.2017.13.9.432.

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8

Arraya, Marco António, René Pellissier, and Isabel Preto. "Team goal-setting involves more than only goal-setting." Sport, Business and Management: An International Journal 5, no. 2 (May 11, 2015): 157–74. http://dx.doi.org/10.1108/sbm-11-2012-0046.

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Purpose – The purpose of this paper is to research factors like task-orientation and collectivism and to examine the relationship between them and goal-setting as research construct. This research investigates the phenomena of team goal-setting in a selected sports organisation. Therefore 49 players from three Portuguese elite male handball team were selected for the study. Design/methodology/approach – Three well-known questionnaires were employed to determine the relationships between the above factors in a case setting. Task- and ego-orientation in Sport Questionnaire, the Jackson Psychological Collectivism Measure and the Goal-setting in Sport Questionnaire. Findings – The results reveal that the team and players are task-oriented, collectivist and possessing professional and personal goal habits. The correlations between questionnaire outcomes indicate that, when the team wants to set goals, it should consider the players’ orientation and the team’s collectivism. Thus team goal-setting is more than only goal-setting, because of the need for task-orientation and collectivism. Research limitations/implications – The research was conducted using three teams in a specific sports and thus cannot be generalised to the general sports environment. Yet, certainly the strength of the findings indicate that the results and conclusions may be used in a wider sports or business setting. Practical implications – This research paper should provide managers and coaches with insight into the complexity of team goal-setting. It also should provide insight into the chosen process related to human resources. Originality/value – The paper adds and demonstrates to the literature on team goal-setting the importance of task-orientation and collectivism as goal-setting mediators.
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9

Kanfer, Ruth. "It's a Goal, Goal, Goal Setting World." Contemporary Psychology: A Journal of Reviews 36, no. 10 (October 1991): 847–48. http://dx.doi.org/10.1037/030241.

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10

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

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11

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

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12

Zajas, Jay J., and Earl W. Brewster. "Beyond goal setting." Executive Development 8, no. 3 (June 1995): 14–17. http://dx.doi.org/10.1108/09533239510086574.

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13

Mitchell, Terence R., and Robert E. Wood. "Managerial Goal Setting." Journal of Leadership Studies 1, no. 2 (March 1994): 3–26. http://dx.doi.org/10.1177/107179199400100203.

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14

Matheson, Leonard N. "Functional goal setting." APS Journal 3, no. 2 (June 1994): 111–14. http://dx.doi.org/10.1016/s1058-9139(05)80336-5.

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15

Costa, Karen. "Forget Goal Setting-Try Goal Getting." Women in Higher Education 26, no. 10 (September 29, 2017): 13–19. http://dx.doi.org/10.1002/whe.20492.

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16

Shilts, Mical Kay, Marcel Horowitz, and Marilyn S. Townsend. "An Innovative Approach to Goal Setting for Adolescents: Guided Goal Setting." Journal of Nutrition Education and Behavior 36, no. 3 (May 2004): 155–56. http://dx.doi.org/10.1016/s1499-4046(06)60153-x.

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17

Glazunov, Yury T., and Konstantin R. Sidorov. "GOAL-SETTING, GOAL ACHIEVEMENT AND VOLITIONAL REGULATION." Sibirskiy psikhologicheskiy zhurnal, no. 64 (June 1, 2017): 6–23. http://dx.doi.org/10.17223/17267080/64/1.

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18

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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19

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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20

Cochran, Trey, and Brian H. Kleiner. "Effective Organisational Goal Setting." Management Research News 15, no. 9 (September 1992): 13–17. http://dx.doi.org/10.1108/eb028260.

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21

McClain, Colleen. "Collaborative Rehabilitation Goal Setting." Topics in Stroke Rehabilitation 12, no. 4 (October 2005): 56–60. http://dx.doi.org/10.1310/elb1-egkf-quqc-vfe9.

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22

Gardner, Tania, Kathryn Refshauge, James McAuley, Stephen Goodall, Markus Hübscher, and Lorraine Smith. "Patient-led Goal Setting." SPINE 41, no. 18 (September 2016): 1405–13. http://dx.doi.org/10.1097/brs.0000000000001545.

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23

Bipp, Tanja, and Ad Kleingeld. "Goal‐setting in practice." Personnel Review 40, no. 3 (April 12, 2011): 306–23. http://dx.doi.org/10.1108/00483481111118630.

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24

Wegge, Jürgen, Tanja Bipp, and Uwe Kleinbeck. "Goal setting via videoconferencing." European Journal of Work and Organizational Psychology 16, no. 2 (June 2007): 169–94. http://dx.doi.org/10.1080/13594320601125567.

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25

Gómez-Miñambres, Joaquín. "Motivation through goal setting." Journal of Economic Psychology 33, no. 6 (December 2012): 1223–39. http://dx.doi.org/10.1016/j.joep.2012.08.010.

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26

Shields, Paul, and Donna Marie Wing. "Goal Setting and Responsibility." Alcoholism Treatment Quarterly 9, no. 3-4 (March 8, 1993): 159–74. http://dx.doi.org/10.1300/j020v09n03_10.

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27

Pemberton, Cindy, and Patricia J. McSwegin. "Goal Setting and Motivation." Journal of Physical Education, Recreation & Dance 60, no. 1 (January 1989): 39–41. http://dx.doi.org/10.1080/07303084.1989.10603919.

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28

Schramer, Natalie. "Goal Setting in Reading." Reading Teacher 72, no. 3 (June 19, 2018): 405. http://dx.doi.org/10.1002/trtr.1731.

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29

Berko, Roy. "Intra-Interpersonal Goal Setting." Speech Communication Teacher 1, sup1 (December 31, 1985): 8. http://dx.doi.org/10.1080/29945054.1985.12289244.

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30

Pritchard-Wiart, Lesley, Sandra Thompson-Hodgetts, and Ashley B. McKillop. "A review of goal setting theories relevant to goal setting in paediatric rehabilitation." Clinical Rehabilitation 33, no. 9 (May 9, 2019): 1515–26. http://dx.doi.org/10.1177/0269215519846220.

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Background: Goal setting in paediatric rehabilitation is influenced by shifting parent, sibling, caregiver, and child roles over time and evolving child developmental capacity for participation in the process. A theoretical and evidence-informed approach to goal setting, specific to paediatrics, would provide a framework for goal setting in practice and facilitate systematic evaluation of the effects of goal-setting processes on child and family outcomes. Objective: To provide an overview of relevant goal-setting theories and their implications for paediatric rehabilitation. Methods: Prevalent theories were identified from relevant rehabilitation, motivation, behaviour change, and goal-setting literature. Implications for goal setting in paediatrics are summarized according to goal-setting and action-planning phases: (1) preparation, (2) formulation of goals, (3) formulation of action plan, (4) coping planning, and (5) follow up. Results: Social cognitive theory, self-determination theory, Health Action Process Approach, Mastery Motivation, and goal-setting theory are reviewed. Examples of implications for goal setting include, sharing information with families about the purpose of goal setting; identifying goals that are specific, proximal, challenging, and important to the child; and addressing self-efficacy. Conclusion: The theories reviewed have clear implications for paediatric rehabilitation research and practice. They address considerations not typically discussed in adult rehabilitation such as observing children to obtain information about meaningful goals when they are unable to communicate them directly and the importance of establishing flexible processes that will accommodate changing family roles over time. Research is needed to evaluate the effects of goal-setting processes and strategies on outcomes in paediatric rehabilitation.
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31

Jamil, Dr Komal. "PHYSICAL THERAPIST PARTICIPATION IN GOAL SETTINGS FOR PATIENT MANAGEMENT." Pakistan Journal of Rehabilitation 11, no. 2 (July 7, 2022): 42–49. http://dx.doi.org/10.36283/pjr.zu.11.2/008.

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Background and Aim: To identify physical therapist participation in goal settings for patient management. Goal setting is an effective method for serving a mentee to develop a strong foundation for future planning. Methodology: Descriptive cross sectional study was conducted at different physical therapy departments, clinics, and hospitals of Karachi. A total of 100 physical therapists were given a validated questionnaire to complete. The questionnaire contains 21 questions related to patient preparation, concerns, and the goal setting process. Data was analyzed by SPSS version 21. Confidentiality of the participants was maintained. Data was coded and subjects were given the rights to willingly participate. Results: Most of the physical therapists indicated that they had been participation in goal settings for patient management. 60% of the physical therapists take part in goal settings for patient management, and the rest of the physical therapists were neutral. It will help the physical therapist for making the goals for the patient recovery. Conclusion: The conclusion of the study is that goal setting is a very satisfactory activity for the patient management. By setting their goals physical therapists recognize their own capability and competence in accomplishing the pretensions that they have set. Goal setting is a major component for the physical therapists for planning the management of the patient and making the goals to attain it because there's a fantastic courting among the aim placing and mission performance. Objective placing consists of the development of a hobby plan deliberate to encourage and direct an person or amassing in the direction of an objectives. This study helps you to organize your time by setting their goals and you fete your own ability and proficiency in attain the goals that you have set. Goal setting helps the physical therapist to know about the history, chances of recovery of the patient and the progress about the patient.
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32

Miller, Lynn E., and Richard M. Weiss. "Setting Goals in Different Roles: Applying Key Results From the Goal-Setting Literature." Organization Management Journal 12, no. 1 (January 2, 2015): 14–22. http://dx.doi.org/10.1080/15416518.2014.969367.

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33

Struhkamp, Rita. "Goals in Their Setting: A Normative Analysis of Goal Setting in Physical Rehabilitation." Health Care Analysis 12, no. 2 (June 2004): 131–55. http://dx.doi.org/10.1023/b:hcan.0000041187.93819.17.

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34

WEINBERG, ROBERT S. "Goal setting and performance in sport and exercise settings." Medicine & Science in Sports & Exercise 26, no. 4 (April 1994): 469???477. http://dx.doi.org/10.1249/00005768-199404000-00012.

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35

Illathuparampil, Mathew. "Goal-Oriented Ethics: Framing the Goal-Setting Concretely." Religions 8, no. 10 (October 17, 2017): 228. http://dx.doi.org/10.3390/rel8100228.

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36

Bagozzi, Richard P., and Utpal Dholakia. "Goal Setting and Goal Striving in Consumer Behavior." Journal of Marketing 63 (1999): 19. http://dx.doi.org/10.2307/1252098.

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37

Bagozzi, Richard P., and Utpal Dholakia. "Goal Setting and Goal Striving in Consumer Behavior." Journal of Marketing 63, no. 4_suppl1 (October 1999): 19–32. http://dx.doi.org/10.1177/00222429990634s104.

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38

Hinsz, Verlin B. "Goal Setting by Groups Performing an Additive Task: A Comparison With Individual Goal Setting1." Journal of Applied Social Psychology 25, no. 11 (June 1995): 965–90. http://dx.doi.org/10.1111/j.1559-1816.1995.tb02385.x.

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39

Ginting, Surya Dharma, and D. Wahyu Ariani. "PENGARUH GOAL SETTING TERHADAP PERFORMANCE : TINJAUAN TEORITIS." KINERJA 8, no. 2 (January 25, 2017): 198–208. http://dx.doi.org/10.24002/kinerja.v8i2.897.

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This article is the conceptual view of goal setting theory and effects of goal setting on individual performance. Goal setting is recognized, and is a major theory of work motivation. Difficult goals have consistently been shown to lead to higher levels of performance than easy goals. If there is no commitment, a goal can have no motivational effect. Goals are central to current treatments of work motivation, and goal commitment is a necessary condition for difficult goals to result in higher task performance.Keywords : goals, goal-setting theory, performance
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40

Hall, Howard K., Mobert S. Weinberg, and Allen Jackson. "Effects of Goal Specificity, Goal Difficulty, and Information Feedback on Endurance Performance." Journal of Sport Psychology 9, no. 1 (March 1987): 43–54. http://dx.doi.org/10.1123/jsp.9.1.43.

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The purpose of the present investigation was twofold: first, to examine the relationship between goal difficulty, goal specificity, and endurance performance in a physical activity setting, and second, to determine the relationship between different types of information feedback, goals, and performance. Subjects (N = 94) performed on a hand dynamometer endurance task, being asked to hold a one-third maximum contraction for as long as possible. The subjects were randomly assigned to one of the following goal-setting conditions: (a) Do your best, (b) improve by 40 s, or (c) improve by 70 s. They were provided with either concurrent or terminal feedback in a 2 x 3 x 2 (feedback x goals x trials) design. Performance results indicated a significant goals-by-trials interaction with the 40- and 70-s goal groups exhibiting significantly more improvement than the "do your best" group. No significant performance differences were found between the two feedback groups. However, significant differences in the performance-associated cognitions of the feedback groups indicated a preference for concurrent feedback as an adjunct to goals. Results are discussed in terms of Locke's goal-setting theory as well as some recent field research investigating the goal-setting performance relationship in physical education settings.
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41

Skovly Nielsen, L., J. Primdahl, B. Clausen, and A. Bremander. "POS1007-HPR EXPERIENCES OF PARTICIPATION IN GOAL SETTING PRIOR TO RHEUMATIC TEAM REHABILITATION – A JOINT VENTURE." Annals of the Rheumatic Diseases 82, Suppl 1 (May 30, 2023): 819.2–819. http://dx.doi.org/10.1136/annrheumdis-2023-eular.548.

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BackgroundPatient involvement in the goalsetting process and use of shared decisions increases adherence to rehabilitation and support patients’ motivation to achieve the goals (1). However, the shared decisions that are essential for goal setting during a rehabilitation process may be compromised by patients’ lack of ability to participate actively in setting goals, inadequate skills among health professionals (HPs) to facilitate goal setting and poor organizational conditions such as insufficient time [2]. This study focuses on a Danish multi-professional team rehabilitation context where, over several years, work has been done to improve the prerequisites for goal setting, both by organizational changes and by educating and preparing HPs as well as patients for the goal setting process.ObjectivesTo understand how patients with rheumatic musculoskeletal diseases (RMDs) perceive participation in the goal setting process prior to multi-professional team rehabilitation.MethodsIndividual semi-structured interviews were performed with 22 patients (median 49 years, 17 female), who were to be admitted to multi-professional team rehabilitation for patients with RMDs at one of two Danish rehabilitation centres. We applied qualitative content analysis with an inductive approach. All participants had received information about goal setting prior to admission and the team used supportive tools and motivational interviewing to facilitate the goal setting process.ResultsThe analysis derived one overarching theme, goal setting was viewed as ajoint venturebetween the patients and the team, where capacities and resources were shared in order to formulate one or more goals. Three sub-themes emerged from the analysis (Table 1): 1)Responsibility during goal settingwas experienced as a shared responsibility between the patient and the team, where active involvement in the goal setting process added to patients’ feeling of responsibility. For others, goal setting was perceived as a responsibility that solely rested with the team of HPs, who were considered to be the experts. 2)Being dressed for goal settingreflected whether patients felt prepared to take part in goal setting. Written and oral information prior to rehabilitation evoked thoughts on potential goals and previous experiences with rehabilitation made patients feel more qualified for setting goals. Others perceived goal setting as very difficult, partly because it felt like a huge commitment or due to lack of information.3)Being an equal member of the teamreferred to the interaction with the HPs. Patients felt they were seen as whole persons, and they felt acknowledged and respected. On the other hand, some felt as outsiders and considered HPs as authorities, causing a feeling of nervousness and insecurity related to the validity of the patients’ wishes and expectations.ConclusionDespite a clinical practice where key areas of importance to successful patient-centred goal setting has been implemented, goal setting is still perceived as a challenge for some patients with RMDs. Future studies should uncover whether the level of health literacy among patients with RMDs bears importance for shared decisions and goal setting prior to rehabilitation.References[1]Rose A et al. Shared decision making within goal setting in rehabilitation settings: A systematic review. Patient Educ Couns. 2017;100(1):65-75.[2]Crawford L et al. Facilitators and barriers to patient-centred goal-setting in rehabilitation: A scoping review. Clin Rehabil. 2022;36(12):1694-704.Table 1.Overview of the theme, subthemes and categories that describe patients’ perceptions of participation in the goal setting process.ThemeA joint ventureSubthemesResponsibility during goal settingBeing dressed for goal settingBeing an equal member of the teamCategoriesGoal setting is a shared responsibilityThe health professionals are the expertsFeeling well preparedGoal setting is challengingFeeling like a part of the teamFeeling as an outsiderAcknowledgements:NIL.Disclosure of InterestsNone Declared.
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42

Hall, Howard K., and Anthony T. J. Byrne. "Goal Setting in Sport: Clarifying Recent Anomalies." Journal of Sport and Exercise Psychology 10, no. 2 (June 1988): 184–98. http://dx.doi.org/10.1123/jsep.10.2.184.

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Recent empirical evidence (Weinberg, Bruya, & Jackson, 1985) has brought into question whether the positive beneficial effects of goal setting found in organizational settings are directly generalizable to the domain of sport. This investigation attempted to determine whether increased control over powerful extraneous variables influencing motivation would enable goal-setting effects to be observed in sport settings, and second, it examined the utility of either flexible subject-set subgoals or rigid experimenter subgoals as adjuncts to long-term goals. Forty-three males and 11 females were randomly assigned by class to one of four experimental conditions. Following baseline trial under do best instructions, subjects performed three trials on an endurance task under their assigned experimental conditions. A 4 × 3 (Goal Group × Trials) ANCOVA with repeated measures on the last factor and baseline performance as the covariate indicated that groups holding subgoals performed significantly better than those with do best instructions, whereas performance for those with only long-term goals approached significance. These findings clearly demonstrate a need to further understand the process of goal setting if it is to be successfully applied as an intervention technique to enhance motivation and sport performance.
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43

Al-Bataineh, Adel Tawfig, Lisa Brenwall, Kristi Stalter, and Jessica York. "Student growth through goal setting." International Journal of Learning and Teaching 11, no. 4 (October 31, 2019): 147–61. http://dx.doi.org/10.18844/ijlt.v11i4.4329.

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This mixed methods research study explored how goal setting influences student growth in reading fluency, motivation and self-efficacy of second through fifth graders at school in central Illinois. Literature suggests that student goal setting can have a positive impact on the academic development of a student. In addition to academic achievement, research found goal setting to affect self-efficacy and motivation. A combination of qualitative and quantitative data collection methods was used to gather and evaluate students’ reading fluency scores. This data provided a starting point from which surveys were utilised to gain a more in-depth understanding between goal setting, self-efficacy and motivation. The results of the study indicate that interventions along with goal setting could increase reading achievement. The analysis supports the claim that goal setting can affect words read correctly, but not accuracy. The analysis also found that goal setting can influence student self-efficacy growth. These findings could provide classroom teachers with valuable information that would have an impact on student growth. Keywords: Elementary education, goal setting, reading fluency, self-efficacy, student growth
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44

Yakhnin, Evgeny D. "The Problem of Goal-Setting." Voprosy Filosofii, no. 5 (2020): 5–11. http://dx.doi.org/10.21146/0042-8744-2020-5-5-11.

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45

Jong, Jaehee. "Demographic Diversity and Goal Setting." Academy of Management Proceedings 2017, no. 1 (August 2017): 11330. http://dx.doi.org/10.5465/ambpp.2017.11330abstract.

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46

Yurtkoru, E. Serra, Tulay Bozkurt, Fatos Bektas, Mahir Jibril Ahmed, and Vehap Kola. "Application of goal setting theory." Pressacademia 3, no. 1 (June 30, 2017): 796–801. http://dx.doi.org/10.17261/pressacademia.2017.660.

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47

Koch, Alexander K., and Julia Nafziger. "Self-regulation through Goal Setting*." Scandinavian Journal of Economics 113, no. 1 (February 17, 2011): 212–27. http://dx.doi.org/10.1111/j.1467-9442.2010.01641.x.

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48

Smith, Jeffrey A., Neil M. A. Hauenstein, and Laurie B. Buchanan. "Goal Setting and Exercise Performance." Human Performance 9, no. 2 (June 1996): 141–54. http://dx.doi.org/10.1207/s15327043hup0902_3.

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49

Hayden, Daniel, and Fangzhou Deng. "The Science of Goal Setting." Social Marketing Quarterly 19, no. 1 (December 27, 2012): 13–25. http://dx.doi.org/10.1177/1524500412472496.

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Goal setting within social marketing campaigns is art and science. An analysis of Rare Pride conservation campaigns shows the quantitative, replicable relationship among the impact of these conservation campaigns with diffusion of innovation theory, and collective behavior theory that can guide marketers to set better goals. Rare is an environmental conservation organization that focuses on reducing community-based threats to biodiversity through a social marketing campaign called Pride. Pride campaigns work by removing barriers to change (whether they are technical, social, and political or something else) and inspiring people to make change happen. Based on the analysis of historical Pride campaign survey data, we found that the starting percentage of engagement has a great influence on the percentage change at the end of the campaign: The higher the initial adoption level of knowledge, attitude, and behavior change, the easier these measures are to improve. The result also suggests a difference in the potential of change with different audience segments: It is easiest to change influencer, then general public, and finally resource user who are the target of the social marketing campaign. In this article, we will analyze how to use diffusion of innovation and collective behavior theories to explain the impact of campaigns, as well as how to set more attainable goals. This article is consistent with similar research in the field of public health, which should help marketers set goals more tightly, allocate resources more effectively, and better manage donor expectations.
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50

Boyce, B. Ann. "Goal Setting: The Ground Rules." Strategies 3, no. 2 (November 1989): 22. http://dx.doi.org/10.1080/08924562.1989.10591712.

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