Reciprocal feedback between self-concept and goal pursuit in daily life

2017 ◽  
Vol 86 (3) ◽  
pp. 543-554 ◽  
Author(s):  
Alexander E. Wong ◽  
Robin R. Vallacher
Keyword(s):  
2003 ◽  
Author(s):  
Jennifer Daniels ◽  
Will Fleeson
Keyword(s):  

2021 ◽  
pp. 009365022199149
Author(s):  
Shan Xu ◽  
Zheng Wang

This study integrates the theory of multiple selves within the theoretical framework of dynamic motivational activation (DMA) to identify the dynamic patterns of multiple self-concepts (i.e., the potential self, the actual self) in multitasking (e.g., primary and secondary activities) in daily life. A three-week experience sampling study was conducted on college students. Dynamic panel modeling results suggest that the self-concepts are both sustaining and shifting in daily activities and media activities. Specifically, the potential and actual selves sustained themselves over time in primary and secondary activities, but they also shifted from one to another to achieve a balance in primary activities over time. Interestingly, secondary activities were not driven by the alternative self-concept in primary activities, but instead, by the emotional experiences of primary activities. Furthermore, the findings identified that multitasking to fulfill their actual self did not motivate people to re-prioritize their potential self later.


2021 ◽  
pp. 002224372110345
Author(s):  
Hristina Nikolova ◽  
Gergana Y. Nenkov

Research has demonstrated that after making high goal progress consumers feel liberated to engage in goal-inconsistent behaviors. But what happens after consumers make high progress in the context of joint goal pursuit? We examine how jointly-made progress towards a joint goal pursued by couples affects subsequent individually-made goal-relevant decisions. Across five experiments with both lab-created couples and married participants and financial data from a couples' money management mobile app, we show that after making high progress on a joint goal (vs. low or no progress), higher relationship power partners are more likely to disengage from the joint goal to pursue personal concerns (e.g., indulge themselves or pursue individual goals), whereas lower relationship power partners do not disengage from the joint goal and continue engaging in goal-consistent actions that maintain its pursuit. We elucidate the underlying mechanism, providing evidence that the joint goal progress boosts the relational self-concept of high (but not low) relationship power partners and this drives the effects. Importantly, we demonstrate the effectiveness of two theory-grounded and easily implementable interventions which promote goal-consistent behaviors among high relationship power consumers in the context of joint savings goals.


2017 ◽  
Vol 108 ◽  
pp. 191-194 ◽  
Author(s):  
Robert E. Fite ◽  
Meghan I.H. Lindeman ◽  
Arielle P. Rogers ◽  
Elora Voyles ◽  
Amanda M. Durik
Keyword(s):  

2020 ◽  
Vol 6 ◽  
pp. 00001
Author(s):  
Wirdatul ‘Aini

Adult education is one form of education which is implemented at outside of formal schooling. The targets of adult education implemented at outside of school which is an adult who has experience to attend formal education. The experienced from adult has related to the implementation of education that included an adult who has not received formal education, dropped out from formal school or for those who has never completed formal education, but the adult wants to increase their knowledge, skills and attitude that adult needs in his daily life. Adult education that implemented outside school should be based on learning needs that grow from within themselves, and not based on the influence of conditions from outside themselves. For the success of an adult learning activity, out-of-school education practitioners need to pay attention to the factors that affect adults in learning and should understand the assumptions about adults in learning. Among the assumptions of adult in learning is that adult has self-concepts. Adult self-concept among others has seemed themselves as independent people who are not dependent on others anymore. This self-concept as a guide for education practitioners to carry out learning activities for adults.


Kurios ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Johanes Waldes Hasugian

Christian educators have got the important task to teach adults in the church, especially how to design and develop the Christian education curriculum creatively. Christian education curriculum has its function as a guide to help Christian educators to teach adults in the church so that they might be able to comprehend their self-image or self-concept, their role and task as adults distinctively and significantly in their daily life and their relation amid society. The curriculum is anticipatory essentially. Therefore Christian educator is enhanced to reduce failure and to enlarge achievement in teaching adults in the church.  Abstrak Dalam membelajarkan orang dewasa di gereja, pendidik Kristen memiliki tugas penting, khususnya mendesain dan mengembangkan kurikulum pembelajaran pendidikan Kristen secara kreatif. Kurikulum pembelajaran pendidikan Kristen berfungsi sebagai pedoman untuk menolong pendidik Kristen dalam membelajarkan orang-orang dewasa dalam gereja sehingga dengan demikian mereka semakin memahami gambar atau konsep diri, peran dan tanggung jawabnya sebagai orang dewasa secara lebih jelas dan mantap dalam kehidupan sehari-hari dan dalam relasinya dengan masyarakat sekitar. Kurikulum bersifat antisipatori, oleh karenanya pendidik Kristen dimampukan untuk meminimalisir kegagalan dan memperbesar keberhasilan dalam tugas pengajarannya bagi warga jemaat dewasa di gereja. Artikel ini menguraikan pemahaman dan praktik pembelajaran pendidikan Kristen orang dewasa di gereja, serta bagaimana gereja mendesain dan mengembangkan kurikulum pembelajaran bagi orang dewasa.


1997 ◽  
Vol 24 (3) ◽  
pp. 193-195 ◽  
Author(s):  
Dana S. Dunn

To make personality psychology personally involving, I developed an exercise based on imagoes, the characters that McAdams (1985, 1993) argued dominate life storks and personal myths. An imago is an idealized and personified self-concept we form in early or midadulthood. Broader than roles played in daily life, imagoes serve a unifying function: to make our stories and myths coherent. While keeping a journal, students identify individual myths and major life events, and then they write about the imagoes most frequently used to make sense out of their lives.


2020 ◽  
Author(s):  
Hannah Moshontz

People’s success in achieving their goals can have profound consequences for their subjective and objective well-being. Hundreds of research studies identify factors associated with success in goal pursuit, but little is known about the occurrence and influence of these factors in daily life. This dissertation aims to complement and build on extant, mostly laboratory, research by characterizing ordinary goal pursuit and identifying factors that meaningfully affect it in the context of daily life. The first chapter offers background: a review of prior research, a discussion of potential limitations on the replicability and generalizability of prior research, and an argument for more robust, naturalistic, and descriptive work. The chapters that follow present prospective observational studies focused on pursuit of New Year’s resolutions and used to address eight research questions pertaining to the content and framing of goals people pursue, the outcomes of goal pursuit, and the potentially mutable factors associated with goal achievement. The second chapter presents Study 1, a descriptive study focused on understanding what goals people set as resolutions and the typical process and outcome of pursuit. The third chapter presents Study 2, a study focused on assessing the predictive value of goal-varying factors. Goals varied greatly in their content, properties, and outcomes. Contrary to theory, many resolutions were neither successful nor unsuccessful, but instead were still being pursued or were on hold at the end of the year. Across both studies, the three most common resolution outcomes at the end of the year were achievement (estimates ranged from 20% to 40%), continued pursuit (32% to 60%) and pursuit put on hold (15% to 21%). Other outcomes (e.g., deliberate disengagement) were rare (<1% to 3%). Motivation and habit formation were associated with subjective success consistently, over and above trait self-control, but no other goal-varying properties showed robust associations with goal outcomes. Predictive models suggest that relatively little variance in goal outcomes can be meaningfully predicted by goal-varying properties, and that linear regression models are particularly bad at predicting goal outcomes. This dissertation demonstrates the value of naturalistic, descriptive, and prediction-focused work for advancing understanding of self-regulation.


2018 ◽  
Author(s):  
Hannah Moshontz ◽  
Rick H. Hoyle

According to prior work, persistent goal pursuit is a continuous process where persisting is a matter of resisting the urge to give up. In everyday goals, however, persistence is often episodic, and its causes are more complex. People pause and resume pursuit many times. Whether people persist reflects more than will power and motivation, it also reflects the other goals they pursue, their resources, and the attentional demands of daily life. People can fail to persist not just because they gave up, but also because they failed to act. We propose a general model of persistence that accommodates the complexity of episodic goals. We argue that persistent goal pursuit is a function of three processes: resisting the urge to give up, recognizing opportunities for pursuit, and returning to pursuit. The broad factors that help and hurt persistence can be organized within these components. These components can also explain the mechanisms of four effective strategies for persistence: removing distractions, using reminders, using implementation intentions, and forming habits. The recognizing-resisting-returning model integrates and improves on extant theories of persistence and goal pursuit and is consistent with empirical work from laboratory and naturalistic settings.


Author(s):  
Leonardo Fabris Lugoboni ◽  
Daniel Andere de Mello ◽  
Adalberto Americo Fischmann ◽  
Alessandra Quishida ◽  
Marcus Vinicius Moreira Zittei

The concern with outcomes and best practices is part of the daily life of managers and companies, including the concern with strategic planning. Within this context, this research aims to answer the following question: What is the organizational structure of the mission statements of the companies classified as "Biggest and Best" in Brazil? For this we analyze the organizational mission of the 500 best companies classified by ranking "Best and Biggest of 2012" by Abril publisher. It was observed that the main aspects are: "Identification of self-concept and core values, philosophy, technology and core competencies and organizational behavior"; "products and services" and "sustainable issues" (social and environmental). "Although it is not possible to say that the presence or absence of the aspects in their missions are responsible for the performance of companies, we can say that these aspects are present in the organizational mission of the 500 Best and Biggest of 2012.


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