Young Tennis Players’ Competitive Task Involvement and Performance: The Role of Goal Orientations, Contextual Motivational Climate, And Coach-Initiated Motivational Climate

2007 ◽  
Vol 19 (3) ◽  
pp. 304-321 ◽  
Author(s):  
Eduardo Cervelló ◽  
Francisco J. Santos Rosa ◽  
Tomás García Calvo ◽  
Ruth Jiménez ◽  
Damián Iglesias
Keyword(s):  
Goal Orientations ◽  
Motivational Climate ◽  
Tennis Players ◽  
Task Involvement ◽  
And Performance

scholarly journals Can Engagement Go Awry and Lead to Burnout? The Moderating Role of the Perceived Motivational Climate

2019 ◽  
Vol 16 (11) ◽  
pp. 1979 ◽  
Author(s):  
Christina G. L. Nerstad ◽  
Sut I Wong ◽  
Astrid M. Richardsen
Keyword(s):  
Field Study ◽  
Social Comparison ◽  
Work Engagement ◽  
Resource Depletion ◽  
Motivational Climate ◽  
Psychological Climate ◽  
And Performance ◽  
Perceived Motivational Climate ◽  
Moderating Role

In this study, we propose that when employees become too engaged, they may become burnt out due to resource depletion. We further suggest that this negative outcome is contingent upon the perceived motivational psychological climate (mastery and performance climates) at work. A two-wave field study of 1081 employees revealed an inverted U-shaped relationship between work engagement and burnout. This finding suggests that employees with too much work engagement may be exposed to a higher risk of burnout. Further, a performance climate, with its emphasis on social comparison, may enhance—and a mastery climate, which focuses on growth, cooperation and effort, may mitigate the likelihood that employees become cynical towards work—an important dimension of burnout.

Goal congruence in teams and performance: The role of (shared) psychological contract fulfilment

2019 ◽  
pp. 1-17
Author(s):  
Frits Schreuder ◽  
René Schalk ◽  
Sasa Batistič
Keyword(s):  
Psychological Contract ◽  
Goal Orientations ◽  
Team Identification ◽  
Goal Congruence ◽  
Moderation Effect ◽  
Mediating Role ◽  
Person Environment Fit ◽  
Team Alignment ◽  
And Performance

AbstractThis study examines the motivating effects of goal congruence on outcomes in teams. Building on psychological contract theory and theories of person–environment fit, we proposed at the team level of analysis a mediating role of psychological contract fulfilment (PCF) and moderating effects of task interdependence and team identification. The results indicate partial mediation of shared PCF in the goal congruence – team performance relationships and a significant moderation effect of team identification with team alignment in learning goal orientations.

scholarly journals Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

2016 ◽  
Vol 6 (1) ◽  
pp. 47 ◽  
Author(s):  
Sanne Dekker ◽  
Lydia Krabbendam ◽  
Nikki Lee ◽  
Annemarie Boschloo ◽  
Renate De Groot ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Parental Education ◽  
Self Regulation ◽  
Goal Orientations ◽  
Learning Behaviour ◽  
Different Types ◽  
Work Avoidance ◽  
And Performance

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

Achievement Goals and Goal Progress as Drivers of Work Engagement

2020 ◽  
pp. 003329412095977
Author(s):  
Tanja Bipp ◽  
Ad Kleingeld ◽  
Leonie Schelp
Keyword(s):  
Work Engagement ◽  
Achievement Goals ◽  
Work Motivation ◽  
Goal Orientations ◽  
Learning Performance ◽  
Learning Goals ◽  
Goal Progress ◽  
And Performance ◽  
Avoidance Goals

In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 ( N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later ( N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.

Goal orientations and performance: role of temporal norms

2006 ◽  
Vol 37 (4) ◽  
pp. 484-498 ◽  
Author(s):  
Cynthia Lee ◽  
Chun Hui ◽  
Catherine H Tinsley ◽  
Xiongying Niu
Keyword(s):  
Goal Orientations ◽  
And Performance

scholarly journals Development and Validity of the Emotion and Motivation Self-Regulation Questionnaire (EMSR-Q)

2014 ◽  
Vol 17 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Ernesto Panadero Calderón ◽  
Miguel A. Díaz Ruiz
Keyword(s):  
Self Regulation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Education Students ◽  
Confirmatory Factor ◽  
Teacher Work ◽  
Order Factor ◽  
Students Satisfaction ◽  
Practical Implications

AbstractThis study has two objectives, first, to develop and validate the “Emotion and Motivation Self-regulation Questionnaire” (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, “Learning self-regulation style” (LSR) and “Avoidance self-regulation style” (ASR): (χ2/df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students’ satisfaction with this same work. Theoretical and practical implications are discussed.

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