Dissertations / Theses: 'Goals'

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Rochal, Irina. "Do goals facilitate conscious awareness of goal-related information?" Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040270/.

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Prior research suggests that people’s behaviour and perception can be strongly biased by their current goals. This can occur without people being necessarily consciously aware of that. This idea implies that at least some information would have to be preconsciously processed to a specific degree, in order for the brain to decide what is goal-relevant and what is not. With this theory in mind, I investigated whether motivation could exert a top-down influence on what type of information would enter conscious awareness first and in particular, whether goal-related information would have conscious priority. This was done by using a state of mind technique called continuous flash suppression (CFS). I proposed that motivation affects perception and behaviour by top-down influences that occur via accessibility. In my first experiment, I tested motivational top-down effects of goals on goal-related materials (EXP 1), by inducing deprivation that should create a goal to fulfil. After sobering results I took a few steps back on the motivational – behaviour chain and tested a) top-down effect on a low-level basis (EXP 2), b) top-down effects of accessibility of concepts (EXP 3, EXP 4), and c) top-down effects on semantics (EXP 5). My results suggest that expected information, which is instrumental for the task at hand, is prioritized in conscious awareness (EXP 2). Moreover, these findings can be extended to accessible concepts that are not instrumental for the task but are simply accessible for goal pursuit (EXP 3,4). Lastly, the results of experiment 5 imply that previously found accessibility effects of concepts, are not due to familiarity but could be possible due to higher-level preconscious processing. This gives rise to the possibility that semantic processing might be possible. The meaning and implication of those results will be further elaborated on in the general discussion.

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Baard, Patrik. "Sustainable Goals : Feasible Paths to Desirable Long-Term Futures." Licentiate thesis, KTH, Filosofi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144917.

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The general aim of this licentiate thesis is to analyze the framework in which long-term goals are set and subsequently achieved. It is often claimed that goals should be realistic, meaning that they should be adjusted to known abilities. This thesis will argue that this might be very difficult in areas related to sustainable development and climate change adaptation, and that goals that are, to an acceptable degree, unrealistic, can have important functions. Essay I discusses long-term goal setting. When there is a great temporal discrepancy between the point in time of setting and achieving a goal, many uncertainties have to be considered. The surrounding world and the agent’s abilities and values might change. This is an ontological uncertainty. We often form beliefs regarding how abilities and values might change, but this belief is always uncertain. This is an epistemological uncertainty. A form of goal called cautiously utopian goals is proposed, which incorporate such uncertainties, but enables goal setting with long time-frames. Essay II discusses the issue of goals intended to reduce great risks. We cannot expect an agent to do something that lies beyond this agent’s abilities, as exemplified in the principle ‘ought implies can’. Adjusting goals to what we currently, with a high degree of certainty know could be done is difficult. If not including an estimation of how abilities can change, important performance-enhancing functions of goals might be lost. It is argued that very ambitious goals should be set. This is partly due to the great magnitude and likelihood of unwanted consequences and partly due to the difficulty of delineating what lies in agents’ capacity to manage complex risks. Essay III discusses a decision-facilitating tool Sustainability Analysis to be used by Swedish municipal planners. One sub-part of the tool, Goal Conflict Analysis, can be used to identify how the consequences of a planned adaptation measure will affect other long-term municipal goals. Identified goal conflicts can then be used in order to determine whether the conflicts are acceptable, or whether a different adaptation measure should be worked out. The paper discusses a workshop in a Swedish municipality in which the tool has been tested.

QC 20140505

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Mohlin, Vera. "Goals, Goals, Goals! A critical discourse analysis of female empowerment in Bianca Ingrosso's YouTube vlogs." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-46086.

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This qualitative study investigates the incorporation of female empowerment discourses in Swedish lifestyle influencer Bianca Ingrosso’s YouTube vlogs. The aim of the study is to gain a better understanding of what it means to be a feminist in the current Swedish media moment, where the influencer industry is a commonly found subject for debates concerning the tensions between feminism and postfeminism. By critically analyzing the postfeminist expressions of female empowerment in influencers’ social media presence, the study problematizes the neoliberal feminism embraced by influencers like Ingrosso, whose feminist alignment mainly appears in promotional content for beauty and fashion products. A critical discourse analysis is performed, utilizing Norman Fairclough’s three-dimensional model, in order to examine the ways in which Ingrosso utilizes and reinforces postfeminist discourses in her role as influencer. The study is performed through a feminist perspective, supported by feminist and postfeminist literature, using feminist media theory and field theory complemented by theory on gender and erotic capitals to examine the material. The analysis show that Ingrosso, through the social and financial capital that she holds as an influencer in a feminized space, is empowered. The postfeminist discourse allows her to maintain an influential position, as her physical attributes and encouragement of hegemonic femininity through consumption align with the neoliberal gender norms and expectations that structure the advertisement field in which influencers function. However, as it is the capitalist structures that allow influencer like Ingrosso to commodify their social media presence, the female empowerment that she promotes is in no way contributing to the efforts of the feminist movement.

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Dea, C. "Goal motivation and the self-regulation of goals in depression." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2009022/.

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The overarching aim of this thesis is to study features of goal motivation and the self-regulation of personal goals which have been implicated in the development and maintenance of depression (Trew, 2011; Van de Elzen & Macleod, 2006; Wrosch, Scheier, Carver and Schulz, 2003). This thesis consists of two main chapters: a narrative literature review and an empirical paper. Each chapter, together with how they are linked is outlined in this introductory chapter. Chapter 1 The context for the review is set by providing a brief background on the prevalence of depression and highlighting the present lack of research which examines goal motivation within depression. A brief overview of goal motivation and goal self-regulatory research and theory is provided to contextualise the review and to establish the need to extend our understandings of these areas within depression. Following this the narrative review is structured around its two main aims. Firstly, the review develops an understanding of depression from a dysregulation of goal adjustment perspective. This chapter of the review focuses on research which has examined two specific goal adjustment processes (i.e. goal disengagement and goal re-engagement) conceptualised by Wrosch, Scheier, Carver and Schulz (2003). This area of research has largely focused on an individuals’ ability to reduce their effort and commitment towards and unattainable goal and re-engage with alternate goals (Wrosch, et al., 2003; Wrosch, 2011). The review highlights the main findings which have suggested a relationship between maladaptive goal adjustment responses to unattainable goals and a vulnerability to depression (Wrosch, 2011). The review identifies limitations of previous research and identifies the need to undertake further research in clinical populations. This need is addressed as one the main aims of the empirical paper. The second aim of the review focuses on research which has examined the influence of rumination in mediating goal adjustment processes and depressive affect. The review discusses the findings from studies which have posited a pathway to depression linked to rumination, whereby this response impairs goal disengagement and prevents the re-engagement with more realistic and rewarding goals. The review identifies the limitations of these studies and suggests important areas for future research. Specifically, the need to address what may predispose individuals to adopt a maladaptive ruminative response to problematic goal attainment. The chapter concludes by presenting potential clinical implications from the studies in the treatment of depression and suggests directions for future research. Overall, the narrative review sets the context for the empirical paper, which follows in the subsequent chapter. Specifically, the need to undertake research within a clinical population examining whether distinct goal adjustment processes are a feature of depressed individuals in responding to unattainable goals. Also, the need to investigate additional processes which predispose individuals to respond ruminatively to problematic goal attainment and may potentially mediate the relationship between goal adjustment and depression. These issues are revisited and addressed within the empirical paper. Chapter 2 This chapter presents the empirical paper, which is intended for publication and is written in the style of the journal identified for submission (Motivation and Emotion). The empirical paper aims to further study goal motivation and the self-regulation of unattainable goals within depression. The paper presents the key theoretical models and research in the area of goal motivation. There is a discussion of goal motivation research which has linked depression to distinct types of goals, characterised by different types of goals (approach goals vs avoidance goals). Also, recent research is presented which has examined whether depression biases cognitive aspects of goal motivation, specifically goal expectancies (Dickson, Moberly & Kinderman, 2011). To date, there has been a paucity of research examining goal orientation and goal expectancies within depression, despite the proliferation of goal based therapies. An additional impetus outlined for further research within a clinical population is the mixed findings reported by previous studies regarding goal motivation within depression. Therefore, the present study examined the goal orientation (approach vs avoidance) and goal expectancies of depressed individuals relative to non-depressed individuals. Following this, the key theoretical models and research which have been linked to the self-regulation of unattainable goals is presented. The empirical paper attempted to build upon the understandings from the narrative review. Also, the study examined whether depressed and non-depressed individuals differ in their reporting of their goal adjustment tendencies. This was intended to identify if distinct goal adjustment processes are a feature of depressed individuals. The study attempts to identify processes which may predispose an individual to engage in maladaptive rumination in response to problematic goal attainment, which may mediate the relationship between goal adjustment and depression. Therefore, the present study aimed to establish whether metacognitive ruminative beliefs mediate the relationship between goal adjustment and depression. Previous research has suggested that these beliefs influence an individuals’ engagement in rumination in response to a stressor and have been implicated in depression (Moulds, Yap, Kerr, Williams & Kandris, 2010). A discussion of the present study findings is also presented which offers interpretations of the study results as well as their relevance to previous research, which has been undertaken. Methodological considerations of the study are discussed, alongside the clinical implications of the study findings and future directions for research. Summary In summary, this thesis aims to develop a greater understanding of depression from a goal motivation and goal regulation perspective. First, a narrative review presents two primary aims, (i) to provide an understanding of the dysregulation of goal adjustment processes (goal disengagement and goal re-engagement) in responding to an unattainable goal linked to depression (ii) the influence of rumination, in response to unattainable goals, as a vulnerability contributing to the maintenance and exacerbation of depressive mood, through disruption of goal adjustment processes. Second, an empirical paper presents three main aims (i) to examine the goal orientation (approach vs avoidance) of depressed and non-depressed individuals (ii) to examine the goal expectancies of depressed individuals compared to non-depressed individuals (iii) the goal adjustment tendencies of depressed compared to non-depressed individuals in responding to an unattainable goal and, (iv) the mediation of metacognitive ruminative beliefs upon goal adjustment and depression.

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Luzhnica, Doruntina. "Goal setting for innovation : Exploring the relation to operational goals." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24516.

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Goal setting is proven to affect the choices and focus of the employees towards certain tasks, therefore it has been suggested for ensuring that sufficient focus and attentions is direct towards explorative activities (Lund & Magnusson, 2015), which are otherwise at risk of being down prioritized (Levinthal & March, 1993). Such effects of goal setting can though not be expected in situations where there is low commitment to the goal program (Latham, 2004). A factor which is important for increasing the goal commitment, is having clear rationales for the goals set. However, because there are few studies on goal setting for innovation, rationales for establishing innovation goals and hinderers affecting goal commitment have still not been researched from an innovation perspective. Moreover, much of the existing goal setting theory has derived from research related to productivity aspects (Latham & Yukl, 1975;Lund & Magnusson, 2015) which have more in common with operational activities, than innovation activities. The purpose of this study is to identify rationales- and hinders to goal commitment when establishing innovation goals, and to examine how goal setting features for exploration (referred to as innovation goals) differs from goal setting features for exploitation (referred to as operational goals). This research has been conducted as case study at Sandvik Coromant, where both qualitative and quantitative data was collected. Interviews and surveys were done with the help of 32 managers from different departments and managerial levels. The findings are limited to R&D manager’s perceptions of goal setting. Findings show that rationales for establishing innovation goals are; to directing attention towards- and inspire exploration, to bring innovation to a concrete level and create knowledge, to satisfy prerequisites of innovation and/or innovation culture, to come up with new ways of working or improving processes, and to generate new ideas or/and present and implementing them. Hinders affecting goal commitment were identified as the following; misconceptions about innovation from defining it as output only, failing to convince individuals that the goal program is important and lack of resources. Further, according to this study goals for innovation differ from goals for operational activities. Goal features preferred for the two were opposites to each other. Goal features for operational activities aim to reduce variance and control the performance outcome, whereas goal features for innovation aim to trigger essential parts of innovation such as creativity, learning and experimentation, and therefore increases variance.

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Hair, Michael Lee. "The influence of consumption goals on decision processing and choice." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53913.

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My research examines how active consumption goals, defined as the benefits sought by the consumer, influence cognitive processes and decision outcomes. I address two common issues pertinent to consumer decisions. Consumers often face choices in which information is not readily available—requiring them to retrieve details from memory. Furthermore, consumer choices are frequently influenced by the type of attributes presented and the decision context itself, sometimes leading to negative outcomes and consequences. In two essays, I study how the activation of consumption goals can influence the manner in which decision-relevant information is encoded into memory, and may also influence the weighting of decision attributes and the outcomes of subsequent choices. The first essay explores the effects of goal activation and attribute valence on memory for information in a consumer decision setting. The second essay explores the factors that affect the helpfulness (or harmfulness) of consumption goal elicitation.

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Potter, Charles J. "Understanding Wellness Goal Achievement: Applying Achievement Goal Theory to the Pursuit of Wellness Goals." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585240857141769.

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Kapatus, N. "Sustainable development goals." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64825.

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It is incrеаsingly rеcognizеd thаt humаn rights plаy аn importаnt rolе in еnsuring sustаinаblе dеvеlopmеnt. Thе Millеnnium Dеvеlopmеnt Goаls (MDGs) sеrvеd аs vеhiclеs for somе еconomic аnd sociаl rights, but ignorеd othеr importаnt humаn rights issuеs. In contrаst, thе nеw аmbitious univеrsаl dеvеlopmеnt progrаm Thе Аgеndа for Sustаinаblе Dеvеlopmеnt until 2030 fully еmbodiеs thе principlеs аnd stаndаrds of humаn rights.

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Fallis, Don. "Collective Epistemic Goals." Taylor & Francis, 2007. http://hdl.handle.net/10150/106289.

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We all pursue epistemic goals as individuals. But we also pursue collective epistemic goals. In the case of many groups to which we belong, we want each member of the group--and sometimes even the group itself--to have as many true beliefs as possible and as few false beliefs as possible. In this paper, I respond to the main objections to the very idea of such collective epistemic goals. Furthermore, I describe the various ways that our collective epistemic goals can come into conflict with each other. And I argue that we must appeal to pragmatic considerations in order to resolve such conflicts.

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Evans, Clifford D. "LIFE GOALS: ANTECEDENTS IN GENDER BELIEFS AND EFFECTS ON GENDER-STEREOTYPICAL CAREER INTEREST." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153327423.

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Gore, Truman J. "Predicting Goal Progress and Burnout Using Goal Hierarchies." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1503654170637096.

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D'Anjou, Tamara A. "Validation of the Essay Coding System for Performance Goals and Learning Goals: Associations with Goal Orientation Inventory, Coping, Mood, and School Performance." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/166.

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The validity of a new essay coding system for rating performance goal orientation and learning goal orientation was tested using a sample of undergraduate students. The study was designed to remedy limitations in the design of the previous study using the essay coding system. The essay coding system was evaluated for its predictive power above and beyond the Goal Orientation Inventory, a self-report measure. Outcome measures included coping skills, depression, anxiety, well-being, and academic performance. It was predicted that performance goal orientation would be associated with unhealthy coping, more depression, more anxiety, less well-being, and lower GPA and learning goal orientation would be associated with healthy coping, less depression, less anxiety, more well-being, and higher GPA. Setback severity and setback frequency were predicted as moderators of the relationships between goal orientation and the outcome variables. Analysis of the Goal Orientation Inventory show that the subscales are associated with coping and mood as predicted. Using hierarchical linear regression, number of setbacks and severity of setbacks moderated the relationship between goal orientation and depression, wellbeing, and grades. High learning goals and high performance goals predicted more stable mood in the face of academic disappointments. High learning goals also predicted higher grades following a severe academic setback.

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Lee, Ka-man Karen, and 李嘉汶. "The effects of self-image goals and compassionate goals on achievementmotivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589215.

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Wray, Josephine. "Goal perceptions and their effects on commitment and affective responses to goals." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250749.

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

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

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Greco, Lindsey Michelle. "Professional identification and career goals: goal setting in the role transition process." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2085.

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The question of the development and content of personal career goals has received little attention and relatively little is known about the factors influencing career goals and when and how career goal setting occurs. Drawing from Ashforth’s (2001) model of role transitions, I propose that professional identification is an important precursor to the development of career goals. The primary research objectives of this dissertation are to explore how identity motives drawn from experiences in graduate school relate to professional identification and how professional identification relates to both short- and long-term career goals for graduate students. I investigated my conceptual model and research hypotheses using a mixed-methods design. The stage 1 qualitative analysis was used to (1) identify measures corresponding to Ashforth’s (2001) four psychological motives (i.e., identity, control, meaning, and belonging) as antecedents of identification and (2) representative measures of career goals for graduate students. Forty-eight graduate students responded to open-ended questions about graduate school experiences, challenges, and career goals. Content analysis revealed measureable constructs for graduate students that align with Ashforth’s control and belonging motives; graduate students elicited support from advisors (i.e., career and psychosocial mentoring), peers (i.e., peer support), and colleagues (i.e., networking) to provide a framework for identification with their new professional roles. In terms of outcome goal variables, graduate students’ goals reflected two major content themes: extrinsic needs and status attainment. The responses from the Stage 1 qualitative survey along with social identity theory (Tajfel & Turner, 1979) and the goal setting literature served as the basis for the development of the Stage 2 quantitative survey assessing both short-term and long-term career goals. Based on a sample of 312 (short-term career goal model) and 243 (long-term career goal model) graduate students from 28 different universities in fields across both hard and social sciences, results show that one individual characteristic (need for identification) and actions of faculty advisors (psychosocial mentoring) are positively related to professional identification. Professional identification was related to goals in two main ways. First, higher professional identification positively related to short-term career goals which were high quality – that is, the goals were specific, difficult, and graduate students were committed to achieving them. Second, professional identification was positively related to both short-and long-term extrinsic goals, suggesting that graduate students who have internalized the goals and objectives of the profession see that a way to solidify their professional standing is to pursue a position that presents opportunities for high wages and external rewards. Overall, the research findings have implications for theory related to identification motives and identification in role transition processes. The study also contributes to the literature on careers and goal setting, especially as it relates to professional workers. From a practical perspective, faculty advisors should emphasize positive psychosocial mentoring experiences such as counseling and friendship to create a sense of professional identity for students, and professional associations and faculty should consider that identification with a profession is primarily related to career goals associated with high financial success.

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Hood, Janelle Karina. "Children's goals and competence : the relation between children's goals, competence, and adjustment." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/j_hood_042607.pdf.

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Martinovsky, Josef. "Score as a substitute for goals : The impact of score on intrinsic goals in free-form design." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16144.

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The purpose for this study is to examine the impact score has on free-form designed games:games without designed goals. The study is aimed towards smaller products and is meant tohelp designers who are looking to implement score into their game with how it could affect theplayer’s relationship to the defined goal, their intrinsic goal, and the purpose of the game. Aprototype game was created that would simulate the free-form design method. The game hadtwo modes: mode A without score and mode B with score added to one of the actions. Resultsfrom observations and semi-structured interviews show that score has a direct impact on theway participants defined both their intrinsic goals and the one set by the game. Participants’perception of the game defined goal shifts as score is added by giving them a clear andunambiguous extrinsic reward.

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Chapman, David. "Planning for Conjunctive Goals." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/6947.

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The problem of achieving conjunctive goals has been central to domain independent planning research; the nonlinear constraint-posting approach has been most successful. Previous planners of this type have been comlicated, heuristic, and ill-defined. I have combined and distilled the state of the art into a simple, precise, implemented algorithm (TWEAK) which I have proved correct and complete. I analyze previous work on domain-independent conjunctive planning; in retrospect it becomes clear that all conjunctive planners, linear and nonlinear, work the same way. The efficiency of these planners depends on the traditional add/delete-list representation for actions, which drastically limits their usefulness. I present theorems that suggest that efficient general purpose planning with more expressive action representations is impossible, and suggest ways to avoid this problem.

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Подолкова, Світлана Віталіївна, Светлана Витальевна Подолкова, Svitlana Vitaliivna Podolkova, and P. Leus. "Types of communication goals." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/16037.

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Valente, Pedro Dionísio. "Goals Software Construction Process." Master's thesis, Universidade da Madeira, 2007. http://hdl.handle.net/10400.13/13.

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Generalized hyper competitiveness in the world markets has determined the need to offer better products to potential and actual clients in order to mark an advantagefrom other competitors. To ensure the production of an adequate product, enterprises need to work on the efficiency and efficacy of their business processes (BPs) by means of the construction of Interactive Information Systems (IISs, including Interactive Multimedia Documents) so that they are processed more fluidly and correctly.The construction of the correct IIS is a major task that can only be successful if the needs from every intervenient are taken into account. Their requirements must bedefined with precision, extensively analyzed and consequently the system must be accurately designed in order to minimize implementation problems so that the IIS isproduced on schedule and with the fewer mistakes as possible. The main contribution of this thesis is the proposal of Goals, a software (engineering) construction process which aims at defining the tasks to be carried out in order to develop software. This process defines the stakeholders, the artifacts, and the techniques that should be applied to achieve correctness of the IIS. Complementarily, this process suggests two methodologies to be applied in the initial phases of the lifecycle of the Software Engineering process: Process Use Cases for the phase of requirements, and; MultiGoals for the phases of analysis and design. Process Use Cases is a UML-based (Unified Modeling Language), goal-driven and use case oriented methodology for the definition of functional requirements. It uses an information oriented strategy in order to identify BPs while constructing the enterprise’s information structure, and finalizes with the identification of use cases within the design of these BPs. This approach provides a useful tool for both activities of Business Process Management and Software Engineering. MultiGoals is a UML-based, use case-driven and architectural centric methodology for the analysis and design of IISs with support for Multimedia. It proposes the analysis of user tasks as the basis of the design of the: (i) user interface; (ii) the system behaviour that is modeled by means of patterns which can combine Multimedia and standard information, and; (iii) the database and media contents. This thesis makes the theoretic presentation of these approaches accompanied with examples from a real project which provide the necessary support for the understanding of the used techniques.
Orientador Professor Doutor Paulo Nazareno Maia Sampaio

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Lowney, Brian. "Student Growth Goals| The Impact of Evaluative Student Achievement Goals on Principal Practice." Thesis, Northwest Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123867.

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Changes in recent federal, state, and local legislation have added increased scrutiny of and pressure on the evaluation systems of educators across the nation. This scrutiny and pressure have prompted significant changes to both the systems and processes for determining and reporting the effectiveness of teachers and principals. One of the most substantial changes is the use of student growth goals in determining evaluation outcomes for educators. This qualitative study examined the practice and impact of student growth goals created by principals. How do principals describe the impact of evaluative student growth goals on their leadership practice? In what ways are teacher-created student growth goals reflected in the student growth goals that principals set?

To examine these questions, the researcher interviewed ten principals and analyzed the data using an open coding and thematic organization of the results. Several themes that emerged from the participant interviews included: (a) principals view improved evaluation as a crucial leadership practice; (b) principal level (i.e. elementary or secondary), rather than experience, is a critical factor in goal-setting effectiveness; and (c) principals must have expertise in collaborative leadership to effectively develop meaningful student growth goals.

The implications of these themes suggested that policymakers and practitioners increase professional development designed to improve the level of learning-focused conversations of teachers and principals, target increased professional development to secondary principals, develop student growth measures that are useful at the secondary level, and find ways to create time in the system for teachers, principals, and their evaluators to engage in these evaluation conversations.

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Peterson, Rachel. "Educational experiences and goals of homeless youth and barriers to reaching these goals." Thesis, Utah State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130220.

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The cost of homelessness is high, not only in terms of the array of traumatic experiences of those who are homeless, but in monetary terms for society as a whole. It costs between $20,000 and $40,000 annually for one homeless individual to cycle through public service systems such as emergency rooms, jail, mental health care facilities, and shelters. This annual cost can add up quickly with long periods of homelessness. For half of homeless youth (age 14–24), homelessness will not end during adolescence. Lack of steady employment is one of the largest barriers for youth experiencing homelessness to become permanently self-sufficient. Examining the factors that contribute to the employability of these youth is critical to developing interventions. For many, education is the key to becoming self-sufficient and exiting homelessness. The unemployment rate is significantly lower for Americans who obtain a high school diploma. The unemployment rate declines further with increases in college education. The findings of this paper are a needs assessment of sorts, pointing to considerable gaps in educational services currently available to youth experiencing homeless, and invalidating the idea that homeless youth do not wish to attain high school, technical school, and college degrees. On the contrary, these youth have high educational aspirations, and while capable of succeeding in education, may require support beyond that of their housed peers because of the additional barriers they face. This desire to pursue education is an important consideration, and should inform the way we approach youth experiencing homelessness with educational services.

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Lucky, Derek. "Adolescent Goals and Their Reports of What They do to Achieve Those Goals." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2517/.

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Twenty-five adolescents' ranking of a set of equally highly valued goals on a Paired-comparisons Survey was compared with what adolescents say they are doing to achieve those goals. Results of the Paired-comparisons Survey showed that adolescents ranked career, interpersonal, and educational goals rather high and reputation and self-presentation goals rather low. Results analyzed with a contingency coefficient and biserial correlation indicated that not all number one ranked goals had the same value for a particular adolescent, and that number one ranked goals were correlated with verbal reports of concrete actions directed at achieving those goals.

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Harman, Jason L. "Goals and Trade-Offs: Goal-Relative Valuation and Trade-Offs in Human Choice." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343879157.

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Byrd, Trevor Graydon. "Self-Regulation in a Simultaneous, Multiple-Goal Environment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33323.

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The present study sought to extend goal-setting research by examining the nature of individualsâ self-regulation with respect to performance goals while pursuing multiple, simultaneous goals. It was proposed that goal revision and effort allocation would be influenced by goal-performance discrepancies (GPD), causal attributions for factors affecting performance, self-efficacy, and rate of progress toward task goals. Results indicated that GPDs predicted goal revision direction and magnitude, and that controllability attributions moderated the GPD â revision relation. GPD size determined prioritization between tasks, as did self-efficacy. Mixed results were found for self-efficacy moderating the relation between GPD size and task prioritization. Rate of progress toward a task goal generally predicted prioritization between tasks and the amount of exerted effort within a single task. Although many results were not in the anticipated form, they still fit with modern theoretical frameworks associated with work motivation. Implications and suggestions for future research are discussed.
Master of Science

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Dyck, Patricia Sarah. "The effects of goal setting method on goal attributes and adherence to physical activity and nutrition goals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34308.pdf.

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Nyangau, Boniface. "Millenium development goals: Kenyan perspective." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/5536.

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In this paper all the eight Millennium development goals will be evaluated and then mapped to the success they have achieved in Kenya. Our evaluation will be based on each goal and the impact each goal has had in Kenya. Millennium development goals are a set of eight goals that are to be achieved by 2015 in lieu of world’s development challenges. In 2000, 189 nations took an oath to liberate people from extreme poverty and deprivation, which later became the eight Millennium Development Goals to be achieved by 2015. The United Nations Development Program has given increased focus to this initiative under the Kenya development program. The program supports initiatives of transparency, accountability, and effectiveness in the system. The MDGs provide the government with a common framework for structuring policies and practices. The framework facilitates speed and efficiency in complying with the MDG spirit in planning, budgeting, and monitoring at all levels of government. The MDGs also bring clarity to the shared and individual roles and responsibilities of key actors working toward the realization of MDGs by working with a network of international organizations to put their resources and expertise in the most strategic and efficient way possible to support and sustain the efforts of partners at the international and national levels and the private sector to engage in improving human conditions by the target year of 2015. (Kenya millennium assessment) This thesis examines the range of investment efforts the government has undertaken to achieve the millennium development goals. We analyze the government initiatives aimed at meeting the MDGs against the realities of what it would take to realize the goals.
Thesis (M.A.)--Wichita State University, Fairmount College of Liberal Arts and Sciences, Dept. of Liberal Arts

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Horcasitas-Ruiz, Denisse. "Infants' understanding of relational goals." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106549.

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Infants understand others' goals and use them to predict others' actions. Do 9.5-month-olds understand that others can act on the basis of goals not tied to specific objects? Particularly, do infants understand that a person's goal could be to select either the bigger (smaller) of two objects, a goal based on object relations? Across 4 familiarization trials, each with a different pair of objects differing only in size, an Experimenter selected either the bigger (Big object condition) or smaller (Small object condition) of two objects. In test trials with new objects, in the Big object condition, infants looked longer when the Experimenter selected the smaller than the bigger object, but in the Small object condition they looked about equally at the two test events (Experiment 1). Conditions under which the goal of smaller could be understood were further explored. Infants provided with additional information about the Experimenter's goal still looked equally at the two test events (Experiment 2), while those encouraged to compare object size both within and between pairs, looked longer when the Experimenter selected the bigger object than the smaller object (Experiment 3). 9.5-month-olds seem to understand that a person's goal can be to select either the bigger or smaller of two objects. The goal of smaller seems to be more difficult, perhaps due to infants' own preference for larger quantities or because their understanding of the size concept of small. The results suggested that infants' understanding of size relational goals involves the comprehension of the relational category of the object (big or small) and the ability to use that information to make sense of others' actions.
Les jeunes enfants comprennent les buts des autres et prédisent leurs actions en se basant sur cette compréhension. Les enfants de 9,5 mois comprennent-ils que les autres peuvent agir en fonction d'un but relationnel (des buts qui ne sont pas liés à un objet spécifique)? En particulier, est-ce que les enfants comprennent que l'expérimentateur veut toujours prendre l'objet le plus grand (ou le plus petit), un but basé sur des relations entre objets? Pendant 4 événements de familiarisation, chacun avec une paire d'objets identiques mais de différentes tailles, l'Expérimentateur choisi soit le plus grand (Condition du grand objet) ou le plus petit (Condition du petit objet) des deux objets. Dans les événements tests avec de nouveaux objets, dans la Condition du grand objet, les enfants regardent plus longtemps lorsque l'Expérimentateur choisi le plus petit des deux objets. Par contre, dans la Condition du petit objet, les enfants ont regardé à peu près également dans les deux tests (Expérience 1). Deux autres expériences avec le but du petit objet ont été explorées. Les enfants ayant obtenu des informations supplémentaires sur le but de l'Expérimentateur regardaient toujours également aux deux événements tests (Expérience 2). Contrairement, ceux invités à comparer la taille des objets de chaque paire et entre les paires, ont regardé plus longtemps lorsque l'Expérimentateur choisi le plus grand objet des deux objets (Expérience 3). Les enfants de 9,5 mois semblent comprendre que le but d'une personne peut être de choisir les plus grands ou plus petits objets. Comprendre que l'Expérimentateur a le but de choisir un petit objet semble être plus difficile, peut-être à cause de la préférence pour les grandes quantités chez les enfants eux-mêmes, ou pour leur compréhension du concept de petit. Les résultats suggèrent que la compréhension des buts relationnels implique la compréhension de la catégorie relationnelle de l'objet (grand ou petit) et la possibilité d'utiliser cette information pour comprendre les actions des autres.

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Lawson, Hale Daniel Robert. "Goals, well-being and age." Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510658.

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Danchin, Caroline. "Quality of goals in parasuicide." Thesis, Royal Holloway, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521767.

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32

McGinty, Courtney Kristine. "Interpersonal Goals in College Teaching." Thesis, The Ohio State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734676.

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The instructor-student relationship is an important predictor of students' attitudes, motivation, and learning. Students benefit when they believe their instructor cares about them and instructors demonstrate caring for their students by supporting their needs. Instructors can support students' emotionally or academically. However, little is known about instructor characteristics that influence instructors' responsiveness to students.

Compassionate and self-image goals are powerful predictors of relationship dynamics because of their association with responsiveness (Canevello & Crocker, 2010). Compassionate goals, or goals focused on supporting others out of genuine concern for others' well-being (Crocker & Canevello, 2008), initiate positive relationship cycles. I proposed two types of compassionate goals, focused either on supporting students' learning or supporting students' emotions. I hypothesized that instructors' compassionate goals to support students' learning would be most beneficial to students. Self-image goals, or goals focused on creating and maintaining a desired impression in others' eyes (Crocker & Canevello, 2008), undermine healthy relationships. I proposed two types of self-image goals, focused on appearing either likable or competent and hypothesized that both forms of self-image goals would undermine the instructor-student relationship.

The present work was the first investigation of the association between college instructors' compassionate and self-image goals and students' experiences in the class. In Study 1, I created a scale to measure instructors' compassionate and self-image goals for teaching. In Study 2, college instructors' compassionate and self-image goals for teaching were used to predict end-of-semester student evaluations. In Study 3, students' interpretations of their instructors' goals were measured and used to predict student evaluations.

Results indicated that that students respond most positively to instructors' goals to compassionate goals to support their learning. Instructors' compassionate goals to support students' emotions are largely unrelated to students' experiences in the class. Surprisingly, instructors' self-image goals are unrelated to student evaluations.

Overall, this research advances research in several domains. It advances understanding of effective teaching by indicating that instructors' compassionate and self-image are important components of the college classroom. This research also advances theory on interpersonal goals, as this is the first time that a non-relationship compassionate goal has been identified.

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Novaro, Arianna. "Collective decision-making with goals." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30179.

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Des agents devant prendre une décision collective sont souvent motivés par des buts individuels. Dans ces situations, deux aspects clés doivent être abordés : sélectionner une alternative gagnante à partir des voix des agents et s'assurer que les agents ne manipulent pas le résultat. Cette thèse étudie l'agrégation et la dimension stratégique des décisions collectives lorsque les agents utilisent un langage représenté de manière compacte. Nous étudions des langages de type logique : de la logique propositionnelle aux CP-nets généralisés, en passant par la logique temporelle linéaire (LTL). Notre principale contribution est l'introduction d'un cadre de vote sur les buts, dans lequel les agents soumettent des buts individuels exprimés comme des formules de la logique propositionnelle. Les fonctions d'agrégation classiques issues du vote, de l'agrégation de jugements et de la fusion de croyances sont adaptées et étudiées de manière axiomatique et computationnelle. Les propriétés axiomatiques connues dans la littérature sur la théorie du choix social sont généralisées à ce nouveau type d'entrée, ainsi que les problèmes de complexité visant à déterminer le résultat du vote. Une autre contribution importante est l'étude de l'agrégation des CP-nets généralisés, c'est-à-dire des CP-nets où la précondition de l'énoncé de préférence est une formule propositionnelle. Nous utilisons différents agrégateurs pour obtenir un classement collectif des résultats possibles. Grâce à cette thèse, deux axes de recherche sont ainsi reliés : l'agrégation des CP-nets classiques et la généralisation des CP-nets à des préconditions incomplètes. Nous contribuons également à l'étude du comportement stratégique dans des contextes de prise de décision collective et de théorie des jeux. Le cadre du vote basé sur les buts est de nouveau étudié sous l'hypothèse que les agents peuvent décider de mentir sur leur but s'ils obtiennent ainsi un meilleur résultat. L'accent est mis sur trois règles de vote majoritaires qui se révèlent manipulables. Par conséquent, nous étudions des restrictions à la fois sur le langage des buts et sur les stratégies des agents en vue d'obtenir des résultats de votes non manipulables. Nous présentons par ailleurs une extension stratégique d'un modèle récent de diffusion d'opinion sur des réseaux d'influence. Dans les jeux d'influence définis ici, les agents ont comme but des formules en LTL et ils peuvent choisir d'utiliser leur pouvoir d'influence pour s'assurer que leur but est atteint. Des solutions classiques telles que la stratégie gagnante sont étudiées pour les jeux d'influence, en relation avec la structure du réseau et les buts des agents. Enfin, nous introduisons une nouvelle classe de concurrent game structures (CGS) dans laquelle les agents peuvent avoir un contrôle partagé sur un ensemble de variables propositionnelles. De telles structures sont utilisées pour interpréter des formules de logique temporelle en temps alternés (ATL), grâce auxquelles on peut exprimer l'existence d'une stratégie gagnante pour un agent dans un jeu itéré (comme les jeux d'influence mentionnés ci-dessus). Le résultat principal montre qu'un CGS avec contrôle partagé peut être représenté comme un CGS avec contrôle exclusif. En conclusion, cette thèse contribue au domaine de la prise de décision collective en introduisant un nouveau cadre de vote basé sur des buts propositionnels. Elle présente une étude de l'agrégation des CP-nets généralisés et une extension d'un cadre de diffusion d'opinion avec des agents rationnels qui utilisent leur pouvoir d'influence. Une réduction du contrôle partagé à un contrôle exclusif dans les CGS pour l'interprétation des logiques du raisonnement stratégique est également proposée. Par le biais de langages logiques divers, les agents peuvent ainsi exprimer buts et préférences sur la décision à prendre, et les propriétés souhaitées pour le processus de décision peuvent en être garanties
Agents having to take a collective decision are often motivated by individual goals. In such scenarios, two key aspects need to be addressed. The first is defining how to select a winning alternative from the expressions of the agents. The second is making sure that agents will not manipulate the outcome. Agents should also be able to state their goals in a way that is expressive, yet not too burdensome. This dissertation studies the aggregation and the strategic component of multi-agent collective decisions where the agents use a compactly represented language. The languages we study are all related to logic: from propositional logic, to generalized CP-nets and linear temporal logic (LTL). Our main contribution is the introduction of the framework of goal-based voting, where agents submit individual goals expressed as formulas of propositional logic. Classical aggregation functions from voting, judgment aggregation, and belief merging are adapted to this setting and studied axiomatically and computationally. Desirable axiomatic properties known in the literature of social choice theory are generalized to this new type of propositional input, as well as the standard complexity problems aimed at determining the result. Another important contribution is the study of the aggregation of generalized CP-nets coming from multiple agents, i.e., CP-nets where the precondition of the preference statement is a propositional formula. We use different aggregators to obtain a collective ordering of the possible outcomes. Thanks to this thesis, two lines of research are thus bridged: the one on the aggregation of complete CP-nets, and the one on the generalization of CP-nets to incomplete preconditions. We also contribute to the study of strategic behavior in both collective decision-making and game-theoretic settings. The framework of goal-based voting is studied again under the assumption that agents can now decide to submit an untruthful goal if by doing so they can get a better outcome. The focus is on three majoritarian voting rules which are found to be manipulable. Therefore, we study restrictions on both the language of the goals and on the strategies allowed to the agents to discover islands of strategy-proofness. We also present a game-theoretic extension of a recent model of opinion diffusion over networks of influence. In the influence games defined here, agents hold goals expressed as formulas of LTL and they can choose whether to use their influence power to make sure that their goal is satisfied. Classical solution concepts such as weak dominance and winning strategy are studied for influence games, in relation to the structure of the network and the goals of the agents. Finally, we introduce a novel class of concurrent game structures (CGS) in which agents can have shared control over a set of propositional variables. Such structures are used for the interpretation of formulas of alternating-time temporal logic, thanks to which we can express the existence of a winning strategy for an agent in a repeated game (as, for instance, the influence games mentioned above). The main result shows by means of a clever construction that a CGS with shared control can be represented as a CGS with exclusive control. In conclusion, this thesis provides a valuable contribution to the field of collective decision-making by introducing a novel framework of voting based on individual propositional goals, it studies for the first time the aggregation of generalized CP-nets, it extends a framework of opinion diffusion by modelling rational agents who use their influence power as they see fit, and it provides a reduction of shared to exclusive control in CGS for the interpretation of logics of strategic reasoning. By using different logical languages, agents can thus express their goals and preferences over the decision to be taken, and desirable properties of the decision process can be ensured

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34

McGinty, Courtney. "Interpersonal Goals in College Teaching." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372168428.

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Belletti, Anthony. "Trumpet Practice| Habits and Goals." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10262372.

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While spending many hours of vigorous practice, it is possible for trumpet musicians to develop bad habits which inhibit growth and discourage their inspiration. In a trumpet player’s daily life, their constant goal is to sound better in their practice routines than the day before. However, without setting realistic goals and dream goals, reaching a level of perfection can be daunting and many fundamental problems may occur such as lipping, tension, or insufficient air flow. Applying goals to everyday practice is essential for the fundamental and musical development of an aspiring trumpet player. According to Claude Gordon, practice should always be done with a goal in mind, just like constructing a tall building. First you dig the trenches. Next the forms are built. Then the cement is poured followed by the floors, sides and finally the roof. Too many students try putting the roof on before the foundation is built.

By examining the many fundamental problems trumpet players potentially face every day, I will express how to efficiently tackle these obstacles by describing how to install good practice habits while having a desired goal in mind. Second, I will discuss how humans are creatures of habit and how it effects daily practice. Alva Noe describes habits as environmental, in the sense that they are triggered by outside forces and they vanish in the absence of the appropriate environmental setting. In the case of practicing, a novice trumpet player might only practice in preparation for an event, instead of maintaining their skills every day. The methodology of trumpet pedagogy and educational studies will supply evidence-based theories on practice and observation, which will illustrate how habits and goal setting effects trumpet routines. I will also partake in field work by practicing and analyzing different trumpet method books.

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Allen, Michael. "The goals of British universities." Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356840.

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Welsh, David Thomas. "Extending the Self-Regulatory Model Linking High Goals and Unethical Behavior: The Moderating Effects of Goal Commitment and Subconscious Priming." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316775.

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Recent research has demonstrated that over time, consecutive high performance goals can increase unethical behavior by depleting one's self-regulatory resources (Welsh & Ordóñez, 2014). In this study, I extend the mediated model connecting goals, depletion, and unethical behavior. First, I propose that the depleting effects associated with a single goal can increase depletion and facilitate unethicality both in pursuit of the goal and also in unrelated areas. Second, I draw from the goal-setting literature to hypothesize that high levels of goal commitment will moderate the relationship between high performance goals and depletion by strengthening this effect. Third, I integrate research related to information processing to hypothesize that because automatic processing influences behavior more when participants are depleted, subconscious ethical priming will moderate the relationship between depletion and unethical behavior by attenuating this effect. A laboratory study is presented to test the expanded model combining mediation and moderation, adding to our understanding of the factors that influence the strength of the relationship connecting high performance goals and unethical behavior. Results generally did not support the developed model and a number of potential limitations and directions for future research are discussed.

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Kimberley, Laura Frances. "Influence of internal versus external egalitarian goals on stereotype accessibility following goal-behaviour discrepancies." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5433/.

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The mechanism through which goals influence stereotype activation/control is unclear. This thesis aimed to shed some light on the mechanism through which internally-generated and externally-imposed goals influence stereotype activation by applying Fishbach and colleagues’ model of goal progress. Across six experiments, I demonstrated that (1) internal, but not external, egalitarian goals result in less stereotype accessibility (consistent with egalitarian goal pursuit) following a potentially large goal–behaviour discrepancy (Experiment 2), (2) external, but not internal, egalitarian goals result in less stereotype accessibility (consistent with egalitarian goal pursuit) when contemplating past success (Experiment 1), but not following a potentially small goal–behaviour discrepancy or a potential goal–behaviour match (Experiments 3 & 4), and (3) internal egalitarian goals result in concern over including ambiguous faces in the ingroup, but only following a potential goal–behaviour discrepancy. External egalitarian goals irrespective of goal–behaviour discrepancy size, and internal egalitarian goals following a potential goal–behaviour match, both result in concern over accurate categorisation (Experiment 6). These findings suggest that the source of a goal (i.e., internal vs. external), and discrepancy size for internal, but not external, goals, are important parts of the mechanism through which goals influence social categorisation and stereotype activation.

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Deevers, Matthew D. "Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

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40

Engström, Jonatan, and Usva Salvi. "Global goals in a local context: Implementation of the Sustainable Development Goals - A case study." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21184.

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The purpose of this thesis is to explore a local organization’s adoption of global sustainability policy, in terms of the Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. The Agenda is a response to global sustainability challenges which require action by international cooperation and actors on all levels. For such a policy to fulfill its purpose, means of implementation must be ensured. This study aims to answer both why and how a small organization located in Malmö, Sweden, has adopted the Sustainable Development Goals, and what it implies for its operations. More specifically, the focus is on the perceptions of people involved in the selected case organization. These perceptions have been captured by interviews. In addition to the interviews, the case data also consists of a document that directs parts of the organization’s operations. Furthermore, to connect the global and local levels, the case data is supplemented with the 2030 Agenda. By conducting a thematic analysis, our main findings indicate that the SDGs are adoptable to a local organization, but that their main function seems to be to frame and legitimize already existing activities in a context of sustainable development.

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Fox, Glenn Elbert Jr. "Parents' Goals and Practices: To What Extent do Parental Goals for Socialization Relate to Their Practices?" Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/37921.

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The purpose of this research was to examine the relationship between a parents' goals for their children and their parenting behaviors. An ecological framework (Bronfenbrenner, 1979, 1990) provides the primary theoretical basis for the study, locating the relationship between parent goals and parent practices within a network of other influences on parenting practices, such as family income, ethnicity, parent educational level, and the degree of similarity in temperament between parent and child. Three different types of parental goals were investigated, using the Parenting Goals Questionnaire (Martin, Halverson, & Hollett-Wright,1991); achievement, independence, and respect for parents. These goals were relevant to subscales of the Child Rearing Practices Questionnaire (Block, 1986). Results indicated partial support for a relationship between parenting goals and parenting practices. The hypothesized link was found for independence-oriented goals and practices, and for traditional goals and authoritarian behavior, but not for traditional goals and parental encouragement of emotional expression.
Ph. D.

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Mollica, Christine. "Interpersonal Dimensions of Goal Pursuit: Goal Support, Shared Goals, Communal Strength, and Generativity in Relationship to Self-Determination Theory." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/179.

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Self-Determination Theory (SDT) research on goal pursuit indicates that people with intrinsic goal pursuits experience greater well-being than those with extrinsic goal pursuits. Three nutriments have been suggested by SDT that facilitate intrinsic motivation: autonomy, competence and relatedness. These nutriments, considered social conditions by SDT, have been understudied. However, recent SDT research and the small literature on goal support in relationships suggest that social aspects of goal pursuit are quite relevant and warrant further investigation. This study examined interpersonal dimensions of goal pursuit including Goal Support, Shared Goals, Communal Strength and Generativity. This interpersonal cluster was examined in the context of "active involvement with others" in order to enrich our understanding of the link between goal pursuit and psychological well-being. This study was the first to explore these interpersonal dimensions of goal pursuit and well-being in the context of SDT. Correlations explored the relationships among the interpersonal dimensions and regression analyses were used to explore moderating effects the interpersonal dimensions had on the relationship between self-concordant (intrinsic/extrinsic) goal pursuit and well-being. Shared goal orientation was the only dimension to act as a moderator. Implications include continuing to identify the active role of others in one's goal pursuits and adding further understanding to the relationship between goal pursuit and well-being.

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Summers, Rachael Hannah. "Exploring goals and goal-setting in chronic obstructive pulmonary disease (COPD): patient and physiotherapist perspectives." Thesis, St George's, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617012.

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Background: Goal-setting is described as a 'cornerstone' of rehabilitation and patient-clinician collaboration is advocated. Chronic obstructive pulmonary disease is a condition commonly seen by respiratory physiotherapists. However, there is little research on the goals of patients with COPD or respiratory physiotherapist perspectives on goal-setting. Aim: To explore goals and goal-setting amongst patients and respiratory physiotherapists in the context of stable COPD. Methods: A qualitative approach was used, and a subtle realist, pragmatic approach adopted. Patients with COPD (n=13) and respiratory physiotherapists (n=17) were purposively selected to obtain a range of demographics. Semi-structured interviews were conducted, which were audio-recorded and transcribed. Thematic analysis was used, supported by constant comparison and negative case analysis. The researcher adopted a reflexive approach throughout. Findings: All patients described having goals. Goal definitions varied and consequently, not all patients recognised their pursuits as goals. Biopsychosocial factors capable of influencing goal pursuit were identified, and social circumstances and life events were significant. The physiotherapists identified difficulties in setting and reviewing goals collaboratively. Descriptions of goal-setting practice indicated considerable variation. The potential for professionally significant outcomes to be prioritised over patients' functional goals during goals review, was also identified. Key uncertainties related to: when the best time to set goals was, whether all patients had goals, and when goals should be reviewed. Barriers and facilitators included: environmental and person-specific factors. Conclusion: Patients with COPD may differ in their understanding and perception of goals. This may present a challenge to respiratory physiotherapists and other health professionals working with this group. In practice, collaborative goal-setting may be a subject of uncertainty amongst respiratory physiotherapists, particularly regarding when and how goal-setting should occur. Further research is needed to build knowledge in this under-researched area, and equip respiratory physiotherapists with the tools to collaborate with patients.

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Daly, Clare Jones. "GOALS (Grasping Opportunities After Leaving School) : evaluating a brief goal-setting intervention programme for adolescents." Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=26043.

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Successful transition from school to post-school is considered vital for each individual and to wider society yet there are still an estimated 31,000 young people in Scotland who leave school without a positive destination (i.e. engaged in education, employment or training) to go to (Scottish Government, 2011). Much of the research with adolescents during transition has been around developing skills for employment yet very little research has been carried out on the young peoples' autonomy and their own goals for the future. To address this gap in the research, a new goal-setting intervention programme: Grasping Opportunities After Leaving School (GOALS) was developed, piloted and trialled. The programme was designed to teach young people goal-setting skills and to create future goals prior to transition from school to post-school. The programme was based on the Going for the Goal Programme (Danish, 2002) and adopted a brief therapy approach. It was hypothesised that the implementation of GOALS would increase pupil goal-setting knowledge and in turn increase pupil engagement in post-school activities. A pilot study evaluated and refined the GOALS materials and the main study evaluated the programme's effectiveness. 328 S3 and S4 pupils from two secondary schools in a local education authority in central Scotland took part in the main study, with classes randomly allocated to intervention or comparison groups. The intervention comprised of four lessons delivered over four weeks. Participants completed self-report questionnaires for goal knowledge and school engagement. All measures were completed at pre- and post-intervention time-points. A critical incident questionnaire was also completed post-intervention together with focus group interviews. Analysis of variance found significant intervention effects in the predicted direction for goal knowledge and engagement. The findings have implications for working with disengaged young people during transition. Strengths and limitations of the study are discussed as well as next steps and future research.

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Kim, Yuna. "Study, Socialize, and Play: Understanding Students’ Multiple Goal Pursuit and Multiple-Goals-Directed Self-Regulation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587486169238009.

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46

Kahraman, Nurcan. "Antecedents And Consequences Of Achievement Goals." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613322/index.pdf.

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This study aimed to investigate the antecedents and consequences ofachievement goals. While self efficacy, task value, fear of failure, perceived parents&rsquo
and teachers&rsquo
achievement goals were investigated as antecedents of achievement goals in science, students&rsquo
metacognition and coping strategies were examined as consequences of achievement goals in science. In this investigation, a model of the potential associations among these variables was proposed and tested by using path analysis. 977, 7th grade, elementary students participated in the study. According to the results, students&rsquo
higher levels of task value, perceived parents&rsquo
mastery goals, and perceived teachers&rsquo
mastery goals were positively related to mastery approach goals. Additionally, students&rsquo
higher levels of perceived parents&rsquo
mastery goals, fear of shame and embarrassment, fear of devaluing one&rsquo
s self-estimate were positively related to mastery avoidance goals. Concerning to performance goals, the model suggest that higher levels of self efficacy and perceived parents&rsquo
performance goals were positively related to performance approach goals. Furthermore, students&rsquo
higher level of task value, perceived parents&rsquo
performance goals and fear of upsetting important others were positively related to performance avoidance goals. The path model also suggest that students who adopt mastery approach goals tend to use more adaptive coping strategies, and less maladaptive coping strategies than others. Besides, students who adopt mastery avoidance goals tend to use maladaptive coping strategies when they face an academic failure in science. Moreover, students&rsquo
performance approach goals are related to both adaptive and maladaptive coping strategies. Lastiy students&rsquo
performance avoidance goals positively associated to metacognition.

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47

Baldauf, Daniel. "Visual selection of multiple movement goals." Diss., lmu, 2008. http://nbn-resolving.de/urn:nbn:de:bvb:19-81306.

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48

Haynes, Christopher. "Keeping organisational norms congruent to goals." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/keeping-organisational-norms-congruent-to-goals(9ba38367-8095-4bbb-bbf2-8f9a051978e4).html.

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Multi-agent organisations can use norms to regulate agent behaviour without strict regimentation. These norms are designed to encourage behaviour that facilitates cooperation and improves organisational performance, while discouraging undesirable behaviour. However, in a dynamic environment, behaviour which was once desirable may become undesirable and vice versa, thus changing the impact a norm has upon organisational performance. In order to ensure that norms remain congruent to organisational goals, their impact must be monitored over time, and, if found to be inadequate, new norms must be selected to replace them. We address the problem of quantifying and monitoring norm impact using a simulation approach: we simulate organisational activity both with and without the norm of interest in order to estimate its effect. In order to reduce the monitoring effort we also propose a mechanism for deciding which sets of norms to monitor based upon the impact magnitude and sensitivity to environmental change. We present a method for generating new norms via genetic programming in order to replace ineffective norms with more effective ones. Changing organisational norms during run-time can cause disruption as agents may need to abandon their ongoing work to accommodate new norms. We provide a mechanism to reduce this disruption by taking into account agent activity when choosing when to change norms. In addition, we propose a method to use the quantification of norm impact to decrease the risk of allowing external agents of unknown trustworthiness to play organisational roles.

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Dwyer, Sean Albert. "Exploring children's goals for recess engagement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ46971.pdf.

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Ferguson, Yuna L. "Internalizing introjected goals through reflective writing." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4996.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.

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Dissertations / Theses on the topic 'Goals'

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