Journal articles: 'Goals'

1

Brown, Phil. "Goals and Goal Attainment:." Journal of Independent Social Work 4, no. 1 (December 5, 1989): 19–35. http://dx.doi.org/10.1300/j283v04n01_03.

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2

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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3

Hobbie, Frances R. "Goals 2000 Revisited: Goal #1." Educational Forum 66, no. 1 (March 31, 2002): 50–57. http://dx.doi.org/10.1080/00131720108984799.

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4

Caballero, Rafael, Trinidad Gómez, Mercedes González, Lourdes Rey, and Francisco Ruiz. "Goal programming with dynamic goals." Journal of Multi-Criteria Decision Analysis 7, no. 4 (July 1998): 217–29. http://dx.doi.org/10.1002/(sici)1099-1360(199807)7:4<217::aid-mcda187>3.0.co;2-m.

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5

Leake, David B., and Ashwin Ram. "Learning, goals, and learning goals: A perspective on goal-driven learning." Artificial Intelligence Review 9, no. 6 (December 1995): 387–422. http://dx.doi.org/10.1007/bf00849065.

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6

Lappan, Glenda, and Adrian Treffers. "Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 184. http://dx.doi.org/10.2307/749413.

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7

Herreros, Ivan, and Paul Fmj Verschure. "About the goal of a goals’ goal theory." Cognitive Neuroscience 6, no. 4 (June 26, 2015): 218–19. http://dx.doi.org/10.1080/17588928.2015.1051952.

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8

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

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

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9

C.J.B., Alan Montefiore, and Denis Noble. "Goals, No-Goals and Own Goals." Philosophical Quarterly 42, no. 167 (April 1992): 264. http://dx.doi.org/10.2307/2220235.

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10

Lappan, Glenda. "Review: Goals, Goals, and More Goals." Journal for Research in Mathematics Education 19, no. 2 (March 1988): 184–88. http://dx.doi.org/10.5951/jresematheduc.19.2.0184.

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In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.

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11

Koch, Alexander K., and Julia Nafziger. "Motivational goal bracketing with non-rational goals." Journal of Behavioral and Experimental Economics 94 (October 2021): 101740. http://dx.doi.org/10.1016/j.socec.2021.101740.

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12

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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13

Lee, Leonard, and Dan Ariely. "Shopping Goals, Goal Concreteness, and Conditional Promotions." Journal of Consumer Research 33, no. 1 (June 2006): 60–70. http://dx.doi.org/10.1086/504136.

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14

Fishbach, Ayelet, and Jinhee Choi. "When thinking about goals undermines goal pursuit." Organizational Behavior and Human Decision Processes 118, no. 2 (July 2012): 99–107. http://dx.doi.org/10.1016/j.obhdp.2012.02.003.

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15

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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16

Beck, Philip O., and Gary Klein. "Determining restrictive goals in linear goal programs." Naval Research Logistics 36, no. 5 (October 1989): 675–82. http://dx.doi.org/10.1002/1520-6750(198910)36:5<675::aid-nav3220360511>3.0.co;2-p.

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17

Urdan, Tim, and Miranda Mestas. "The goals behind performance goals." Journal of Educational Psychology 98, no. 2 (2006): 354–65. http://dx.doi.org/10.1037/0022-0663.98.2.354.

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18

Brophy, Jere. "Goal Theorists Should Move on From Performance Goals." Educational Psychologist 40, no. 3 (September 2005): 167–76. http://dx.doi.org/10.1207/s15326985ep4003_3.

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19

Gegenfurtner, Andreas, and Gerda Hagenauer. "Achievement goals and achievement goal orientations in education." International Journal of Educational Research 61 (January 2013): 1–4. http://dx.doi.org/10.1016/j.ijer.2013.08.001.

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20

Gaudreau, Patrick, and Arthur Braaten. "Achievement Goals and their Underlying Goal Motivation: Does it Matter Why Sport Participants Pursue their Goals?" Psychologica Belgica 56, no. 3 (July 13, 2016): 244–68. http://dx.doi.org/10.5334/pb.266.

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21

Zhang, Yan, and Chi-yue Chiu. "Goal commitment and alignment of personal goals predict group identification only when the goals are shared." Group Processes & Intergroup Relations 15, no. 3 (August 22, 2011): 425–37. http://dx.doi.org/10.1177/1368430211415440.

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22

Senko, Corwin, and Katie L. Tropiano. "Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes." Journal of Educational Psychology 108, no. 8 (2016): 1178–92. http://dx.doi.org/10.1037/edu0000114.

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23

Kasewurm, Gyl A. "Goals." Hearing Journal 60, no. 4 (April 2007): 66. http://dx.doi.org/10.1097/01.hj.0000285749.61964.8d.

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24

Barbetta, Patricia M. "Goals." Academic Therapy 25, no. 5 (May 1990): 645–56. http://dx.doi.org/10.1177/105345129002500510.

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25

Gauldin, Deb. "Goals." Journal of Perinatal Education 15, no. 3 (2006): 61–62. http://dx.doi.org/10.1624/105812406x119066.

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26

Chesser, Jerald W., and Taylor Ellis. "Matching Faculty Goals and Institutional Goals." Cornell Hotel and Restaurant Administration Quarterly 35, no. 4 (August 1994): 80–85. http://dx.doi.org/10.1177/001088049403500422.

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27

Chesser, J. "Matching faculty goals and institutional goals." Cornell Hotel and Restaurant Administration Quarterly 35, no. 4 (August 1994): 80–85. http://dx.doi.org/10.1016/0010-8804(94)90097-3.

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28

Tuomela, Raimo. "What are goals and joint goals?" Theory and Decision 28, no. 1 (January 1990): 1–20. http://dx.doi.org/10.1007/bf00139236.

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29

Honebein, Peter C. "Goals, Feedback, and Feedback and Goals." Performance Improvement 56, no. 10 (November 2017): 4–5. http://dx.doi.org/10.1002/pfi.21751.

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30

Farrell, Laura, Gisele Bourgeois-Law, Sarah Buydens, and Glenn Regehr. "Your Goals, My Goals, Our Goals: The Complexity of Coconstructing Goals with Learners in Medical Education." Teaching and Learning in Medicine 31, no. 4 (March 15, 2019): 370–77. http://dx.doi.org/10.1080/10401334.2019.1576526.

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31

Noordzij, Gera, Lisenne Giel, and Heleen van Mierlo. "A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing." Social Psychology of Education 24, no. 1 (January 30, 2021): 195–245. http://dx.doi.org/10.1007/s11218-021-09606-1.

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AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.

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32

Corcoran, Katja, Hilmar Brohmer, Lisa V. Eckerstorfer, and Silvia Macher. "When your goals inspire my goals: the role of effort, personal value, and inference in goal contagion." Comprehensive Results in Social Psychology 4, no. 1 (January 2, 2020): 78–108. http://dx.doi.org/10.1080/23743603.2020.1767502.

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33

Mesquita, Pedro, Bruno Silva, Mauro Rodrigues, Nuno Maurício, Filipe Manuel Clemente, Miguel Camões, and Ricardo Lima. "Analysis of goal-scoring in an elite European women’s football teams." Sustainability and Sports Science Journal 1, no. 1 (June 5, 2023): 16–24. http://dx.doi.org/10.61486/uuga2681.

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Football is one of the sports with more audience and women’s football has undergone a notable evolution at all levels. Scoring goals is the most relevant indicator of success in football. The aims of this study were to analyse, looking for patterns and/or differences in how gools are obtained through European elite women's teams. The goals were analysed through: way of obtaining the goal, type of finishing, type of assistance, time interval in which the goal was scored, assistance zone and finishing zone. A frequency analyses was performed through total number of actions of 174 goals from French and English teams in the respective national championships. The highest percentage of goals was obtained through offensive organization, also giving importance to the number of goals through tactical schemes (set balls). The zone where most goal submissions occur was in the penalty area, and the time interval of the games where the most goals were scored was defined between the 31 and 61 minutes. Differently from men’s, elite women’s football teams obtain the highest percentage of goals through the offensive organization, with a substantial number of goals also being scored through tactical schemes.

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34

Piper, Christopher. "Going for Goals: Presidential Appointments and Agency Goal Change." Presidential Studies Quarterly 52, no. 1 (January 20, 2022): 140–67. http://dx.doi.org/10.1111/psq.12772.

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35

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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36

Barron, Kenneth E., and Judith M. Harackiewicz. "Achievement goals and optimal motivation: Testing multiple goal models." Journal of Personality and Social Psychology 80, no. 5 (2001): 706–22. http://dx.doi.org/10.1037/0022-3514.80.5.706.

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37

Futier, Emmanuel, and Benoit Vallet. "Inotropes in goal-directed therapy: Do we need 'goals'?" Critical Care 14, no. 5 (2010): 1001. http://dx.doi.org/10.1186/cc9251.

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38

Leander, N. Pontus, and James Y. Shah. "For Whom the Goals Loom: Context-Driven Goal Contagion." Social Cognition 31, no. 2 (April 2013): 187–200. http://dx.doi.org/10.1521/soco.2013.31.2.187.

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39

Ramı́k, Jaroslav. "Fuzzy goals and fuzzy alternatives in goal programming problems." Fuzzy Sets and Systems 111, no. 1 (April 2000): 81–86. http://dx.doi.org/10.1016/s0165-0114(98)00454-0.

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40

King, Ronnel B., and David A. Watkins. "“Socializing” Achievement Goal Theory: The Need for Social Goals." Psychological Studies 57, no. 1 (December 23, 2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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41

Andersson, Birger, Paul Johannesson, and Jelena Zdravkovic. "Aligning goals and services through goal and business modelling." Information Systems and e-Business Management 7, no. 2 (March 7, 2008): 143–69. http://dx.doi.org/10.1007/s10257-008-0084-2.

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42

Lockspeiser, Tai M., Patricia A. Schmitter, J. Lindsey Lane, Janice L. Hanson, Adam A. Rosenberg, and Yoon Soo Park. "Assessing Residents’ Written Learning Goals and Goal Writing Skill." Academic Medicine 88, no. 10 (October 2013): 1558–63. http://dx.doi.org/10.1097/acm.0b013e3182a352e6.

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43

Ramnerö, Jonas, and Niklas Törneke. "On Having a Goal: Goals as Representations or Behavior." Psychological Record 65, no. 1 (August 28, 2014): 89–99. http://dx.doi.org/10.1007/s40732-014-0093-0.

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44

Youker, Brandon W., Ken Ford, and Nicholas Bayer. "Dismissing the goals: A comparison of four goal-dismissive goal-free evaluations." Evaluation and Program Planning 64 (October 2017): 1–6. http://dx.doi.org/10.1016/j.evalprogplan.2017.05.007.

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45

Benzer, Justin K., Suzannah K. Creech, David C. Mohr, and Martin P. Charns. "Learning Goals May Prevent “Goals Gone Wild”." American Journal of Public Health 104, no. 12 (December 2014): e1-e1. http://dx.doi.org/10.2105/ajph.2014.302264.

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46

Santosh, R., and S. Indumati. "Millennium development goals to sustainable development goals." International Journal of Social and Economic Research 10, no. 1 (2020): 36. http://dx.doi.org/10.5958/2249-6270.2020.00004.5.

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47

SOLIYEV I.I. "INNOVATIVE GOALS: CONCEPT, FORMULATION, BUILDING TREE GOALS." International Journal on Integrated Education 3, no. 11 (November 11, 2020): 73–74. http://dx.doi.org/10.31149/ijie.v3i11.838.

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This article discusses the practical significance of the enterprise's chosen innovative development strategy. The process of implementing any innovative strategy in the article is based on the following innovations: the decision to switch to new technologies, updating the content and use of resources, advancing the requirements in the stages of restructuring all major and ancillary business processes

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48

Ruhil, Rohini. "Millennium Development Goals to Sustainable Development Goals." International Studies 52, no. 1-4 (January 2015): 118–35. http://dx.doi.org/10.1177/0020881717725926.

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49

Fehr, Lola. "Goals for Headquarters staff complement Association goals." AORN Journal 59, no. 1 (January 1994): 29–34. http://dx.doi.org/10.1016/s0001-2092(07)65295-8.

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50

Leduc-Cummings, Isabelle, Marina Milyavskaya, Anne C. Holding, Richard Koestner, and Martin Drapeau. "All Goals are Equal: No Interactions Between Depressive Symptoms and Goal Characteristics on Goal Progress." Journal of Social and Clinical Psychology 41, no. 6 (December 2022): 541–77. http://dx.doi.org/10.1521/jscp.2022.41.6.541.

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Introduction. Depression is related to poor achievement and impacts people's capacity to attain their goals (American Psychiatric Association, 2013; Johnson et al., 2010; Street, 2002). But do depressive symptoms impact goal pursuit differently depending on the kinds of goals that people pursue? Methods. Across three studies (total N = 666 undergraduate students, total goals = 2,546), we examine the role of up to 16 goal characteristics as moderators in the relationship between depressive symptoms and goal progress. Depressive symptoms and goal characteristics were assessed at baseline, and participants reported on goal progress at a follow-up 1 month (Study 1), 4 months (Study 2), or 8 months (Study 3) later. Results. The effect of depressive symptoms on goal progress was nonsignificant in two out of three studies (including one with low power), but an internal meta-analysis presented a small negative effect. Most goal characteristics did not moderate the relationship between depressive symptoms and goal progress, with Bayes factors suggesting substantial to very strong evidence in favor of the null hypotheses. Discussion. The kinds of goals students pursue may not matter in the presence of depressive symptoms. On one hand, this may provide a bleak outlook in highlighting that depressive symptoms impact all goals regardless of how well they are selected. On the other hand, the effects were small, which may offer a hopeful outlook for undergraduate students experiencing depressive symptoms, who may still be able to progress on their personal goals.

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Journal articles on the topic 'Goals'

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