The Bases of Goal Setting in the Self-regulation of Hypertension

Chapter 7 focuses on the concept of positive educational psychology in the classroom context. It discusses learning according to the principles of positive psychology, goal setting and goal striving as part of the self-regulation process, the effects of a lack of self-regulation, self-regulation versus self-control, effort-management and volitional control.

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Goal Pursuit

The Oxford Handbook of Human Motivation ◽

10.1093/oxfordhb/9780195399820.013.0013 ◽

2012 ◽

pp. 207-231 ◽

Cited By ~ 7

Author(s):

Peter M. Gollwitzer ◽

Gabriele Oettingen

Keyword(s):

Goal Setting ◽

Goal Attainment ◽

Implementation Intentions ◽

Self Regulation ◽

Empirical Work ◽

The Self ◽

Learning Goals ◽

Theories Of Intelligence ◽

Mental Contrasting ◽

Goal Implementation

We start out with describing how the goal concept emerged in the history of the psychology of motivation to better understand the important role it plays in current research on motivation. We then suggest a differentiation between studies targeting the setting of goals versus the implementation of goals to get a grip on the host of empirical work the goal concept has triggered. With respect to goal setting, we first discuss studies that explore determinants affecting the content and structure of set goals (e.g., entity vs. incremental theories of intelligence influence the setting of performance vs. learning goals). We then turn to studies on the self-regulation of goal setting and discuss in detail how a self-regulation strategy called mental contrasting of future and reality facilitates strong commitment to feasible goals but dissolves commitment to unfeasible ones. With respect to goal implementation we first refer to studies on the determinants of effective goal striving (e.g., the framing of the set goal in terms of approach vs. avoidance) and then turn to analyzing the effective self-regulation of goal implementation. Here we focus on the strategy of forming implementation intentions (i.e., if-then plans) and explicate in detail how such planning helps in overcoming classic hurdles to goal attainment (e.g., distractions). We will end the chapter by reporting the results of recent intervention studies that successfully enhanced goal attainment in the health, academic, and interpersonal domains by combining the self-regulation strategy of mental contrasting with that of forming implementation intentions.

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Self-regulation strategies used by men and women attending to fitness clubs

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.07.3.03 ◽

2015 ◽

Vol 7 (3) ◽

pp. 23-28

Author(s):

KRZYSZTOF SAS-NOWOSIELSKI ◽

SYLWIA SZOPA

Keyword(s):

Physical Activity ◽

Social Support ◽

Goal Setting ◽

Self Regulation ◽

The Self ◽

Self Monitoring ◽

Men And Women ◽

Exercise Behaviors ◽

Fitness Clubs ◽

Regulation Strategies

Background: The purpose of this study was to examine the self-regulation strategies used by men and women attending to fitness clubs and how they are related to the level of participants’ physical activity. Material/Methods: The participants of the study were 200 persons attending fitness clubs, including 108 women (54%) and 92 men (46%), aged 17-63 years, mean 29.18 ±9.16 years. The questionnaire measuring self-regulation strategies: goal-setting, self-monitoring, enlisting social support, self-rewarding and stimulus control were used along with Godin Leisure-Time Exercise Questionnaire assessing physical activity. Results: Participants exercised on average 6.17 (±3.83) hours MVPA weekly. From the self-regulation strategies the most frequently used was goal setting. The differences between men and women were observed only in enlisting social support (t(198) = 2.92, p = 0.004, d = 0.41) and self-rewarding (t(198) = 3.30, p = 0.001, d = 0.48) which – in both sexes – are more frequently used by women. Regression analyses revealed that in both sexes goal setting was the strongest predictor of the level of exercise (men β = 0.32, women β = 0.42) and in women additionally enlisting social support (β = -0.23). Conclusions: Self-regulation strategies may be effective tool in maintaining exercise, however their use is moderate. Most frequently used is goal setting, while others are used occasionally. It would be worth to educate exercises on the possibilities of regulating their own exercise behaviors.

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Why and When Supervisor Developmental Feedback Impact Innovative Behavior: Perspective of Self-Regulation Theory

Sustainability ◽

10.3390/su13169190 ◽

2021 ◽

Vol 13 (16) ◽

pp. 9190

Author(s):

Zhongqiu Li ◽

Caiquan Duan ◽

Zhuo Lyu ◽

Xin Xu

Keyword(s):

Goal Setting ◽

Positive Relationship ◽

Self Regulation ◽

Mediating Effect ◽

The Self ◽

Survey Method ◽

Innovative Behavior ◽

Chinese Enterprises ◽

Positive Effects ◽

Developmental Feedback

In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on employee innovative behavior via the mediating effect of self-goal-setting. We further found that uncertainty avoidance strengthens the positive relationship between supervisor developmental feedback and the self-goal-setting of employees. Our study offers a new account based on self-regulation perspective for understanding feedback.

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What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation

Australasian Journal of Educational Technology ◽

10.14742/ajet.5919 ◽

2020 ◽

Vol 36 (3) ◽

pp. 119-131 ◽

Cited By ~ 1

Author(s):

Eyal Rabin ◽

Maartje Henderikx ◽

Yoram, M. Kalman ◽

Marco Kalz

Keyword(s):

Goal Setting ◽

Time Management ◽

Self Efficacy ◽

Help Seeking ◽

Extrinsic Motivation ◽

Setting Time ◽

Self Regulation ◽

Technical Problem ◽

The Self ◽

Study Strategy

Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants´ age, gender, level of self-efficacy, motivation, self-regulated learning skills and the intention to complete the course were used as predictors of those barriers to satisfaction. The barrier lack of interestingness/relevance was predicted by the self-regulation indices of self-evaluation, study-strategy and help-seeking. The barrier lack of time/bad planning was predicted by the self-regulation indices of goal setting, time management and study strategy and by the age of the respondent. The barrier lack of knowledge/technical problem was predicted by the level of self-efficacy, extrinsic motivation and the self-regulation index of time management, as well as by the behavioural intention to complete the course. Furthermore, an index averaging the extent of the barriers was predicted by the self-regulation indices of goal setting and study strategy, the level of self-efficacy and the level of extrinsic motivation. Theoretical and practical implications are discussed in order to help MOOC participants, instructors and designers to enhance learner satisfaction.

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