Dispositional vs. Situational Goal Orientation: Effects on Self-Efficacy and Performance

2002 ◽  
Author(s):  
Walter D. Davis ◽  
Neal Mero
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Orientation Effects ◽  
And Performance

The Relationship Between Goal Orientation, Social Comparison Responses, Self-Efficacy, and Performance

2008 ◽  
Vol 13 (3) ◽  
pp. 188-196 ◽  
Author(s):  
Carmen Carmona ◽  
Abraham P. Buunk ◽  
Arie Dijkstra ◽  
José M. Peiró
Keyword(s):  
Social Comparison ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Mediating Role ◽  
The Social ◽  
And Performance ◽  
The Relationship

The present study examined whether social comparison responses (identification and contrast in social comparison) mediated the relationship between goal orientation (promotion and prevention) and self-efficacy, and whether self-efficacy was subsequently related with a better performance. As expected, the results showed that promotion-oriented individuals – who are focused on achieving success – had higher self-efficacy than prevention-oriented individuals – who are focused on avoiding failure. Only one of the social comparison responses had a mediating role. That is, the tendency to contrast oneself with others who were doing better mediated the relationship between a prevention goal orientation and self-efficacy. In addition, self-efficacy was related to a better performance.

The Role of Subjective Task Complexity in Goal Orientation, Self-Efficacy, and Performance Relations

2001 ◽  
Vol 14 (2) ◽  
pp. 169-185 ◽  
Author(s):  
Phillip M. Mangos ◽  
Debra Steele-Johnson
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Task Complexity ◽  
And Performance

scholarly journals Peran Pernyataan Orientasi Tujuan Kinerja dan Pernyataan Orientasi Tujuan Pembelajaran terhadap Kemampuan Mahasiswa

2019 ◽  
Vol 3 (1) ◽  
pp. 217-234
Author(s):  
Ahmad Muzaki ◽  
Dyah Probowulan ◽  
Achmad Syahfrudin
Keyword(s):  
Goal Orientation ◽  
Test Performance ◽  
Self Efficacy ◽  
Performance Goal ◽  
Study Program ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Orientation State ◽  
And Performance ◽  
Performance Goal Orientation

Objective orientation is a mental framework as individuals give an impression and respond to situations or events that they face. Typically there are two kinds of goal orientation, namely orientation of performance goals (performance orientation) and orientation of learning goals (learning goal orientation). The phenomenon that there are still students who are extension or extension of time in doing the Final Project are all caused by the ability possessed by the individual. There are three factors that underlie the ability; self-efficacy, goals and performance. The researcher followed up the existence problems in the 2015 Accounting Study Program with four samples of Higher Education in Jember Regency, there were 82 respondents to answer the questionnaire given. Therefore an analytical tool is needed to determine the abilities possessed by students of the Accounting Study Program in Jember Regency. In this study researchers will test performance goal orientation statements (state performance goal orientation) and statement of learning goal orientation (state learning goal orientation) on self-efficacy (self-efficacy), goals (goals) and performance (performance) that each individual has. Keywords:  Goal Orientation, State Goal Orientation Learning, State Performance Goal Orientation, Self-Efficacy, Goals and  Performance.

scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

EFFECTS OF GOAL ORIENTATION, ERROR ORIENTATION AND SELF-EFFICACY ON PERFORMANCE IN AN UNCERTAIN SITUATION

2006 ◽  
Vol 34 (5) ◽  
pp. 569-586 ◽  
Author(s):  
Alicia Arenas ◽  
Carmen Tabernero ◽  
Elena Briones
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Job Insecurity ◽  
Affective State ◽  
Control Group ◽  
Predicting Performance ◽  
Self Assessments ◽  
And Performance ◽  
Error Orientation ◽  
Term Performance

This study explores the interrelationship among goal orientation, self-regulatory mechanisms and error orientation with a view to predicting performance in a management task involving decision making at a furniture factory in an uncertain situation. The sample was randomly assigned as a control group and an experimental group, but only the participants in the latter group received fictitious information about job insecurity in the furniture sector. Successive self-assessments evaluated their judgments about self-efficacy and emotional state during the task. The results show that, initially, the setting of uncertainty negatively affects selfregulatory mechanisms and performance; this effect disappears with time, while affective state and a positive error orientation guarantee better long-term performance.

scholarly journals Goal orientation effects on behavior and performance: evidence from international sales agents in the Middle East

2013 ◽  
Vol 25 (2) ◽  
pp. 317-340 ◽  
Author(s):  
Ronika Chakrabarti ◽  
Bradley R. Barnes ◽  
Pierre Berthon ◽  
Leyland Pitt ◽  
Lien L. Monkhouse
Keyword(s):  
Middle East ◽  
Goal Orientation ◽  
Orientation Effects ◽  
And Performance ◽  
Sales Agents ◽  
International Sales

scholarly journals Learning Orientation, Working Smart, and Effective Selling

1994 ◽  
Vol 58 (3) ◽  
pp. 39-52 ◽  
Author(s):  
Harish Sujan ◽  
Barton A. Weitz ◽  
Nirmalya Kumar
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Learning Orientation ◽  
Performance Goal ◽  
Motivational Orientations ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
And Performance ◽  
Performance Goal Orientation

Learning and performance goal orientations, two motivational orientations that guide salespeople's behavior, are related to working smart and hard. Working smart is defined as the engagement in activities that serve to develop knowledge of sales situations and utilize this knowledge in selling behavior. It is found that a learning goal orientation motivates working both smart and hard, whereas a performance goal orientation motivates only working hard. The goal orientations also are found to be alterable through supervisory feedback. Furthermore, self-efficacy, salespeople's confidence in their overall selling abilities, is found to moderate some of the relationships with the goal orientations.

scholarly journals Nursing students' motivation and learning strategies

2020 ◽  
Vol 17 (1) ◽  
pp. 32-48
Author(s):  
Tuğba Gün ◽  
Yildiz Denat
Keyword(s):  
Nursing Students ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Nursing Profession ◽  
And Performance ◽  
Motivation And Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

This research is a descriptive and analytical study conducted in order to determine the nursing students' motivation and learning strategies with the affecting factors. The population of the study consisted of 648 students at nursing department of one university in the west of Turkey. Data collection was carried out using the "Student Information Form" and "Scale of Motivation and Learning Strategies".  Average scores of intrinsic goal orientation, task value and test anxiety in female students and control beliefs in male students were found to be significantly high (p<0.05) in the study.  The intrinsic and extrinsic goal orientation score averages of the 1st-grade students were found to be significantly higher than the 3rd and 4th graders and their self-efficacy for learning and performance score averages were found to be higher than of the 2nd 3rd and 4th graders.  The task value of students who chose nursing profession willingly or partially willingly, the self-efficacy for learning and performance and test anxiety of those willing the profession of nursing, of those reading books regularly the intrinsic goal orientation and self-efficacy for learning and performance score averages were found to be significantly high. The elaboration and organization, metacognitive self-regulation, time and study environment strategy average scores of the female students participating in the study, and peer learning average scores of the male students participating in the study were found to be significantly high. The average scores of rehearsal, elaboration, organization, critical thinking and metacognitive self-regulation of the student who read books regularly were found to be significantly high. Elaboration, organization, critical thinking and help-seeking score averages of those who did not choose the nursing profession willingly were found to be significantly low (p<0.05). As a conclusion, it was found that the nursing students have been motivated mostly by intrinsic goal orientation and least motivated by test anxiety. Moreover, it was noted that gender, grader, willingness in choosing nursing profession and habit of reading books regularly have affected the students' motivation and learning strategies. It is considered that this research will constitute data for other studies and it will be as a guide for the organization of nursing education activities, fulfilling educational goals and providing quality education. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma, hemşirelik öğrencilerinin güdülenme ve öğrenme stratejileri ile etkileyen etmenleri belirlemek amacıyla yapılmış, tanımlayıcı ve analitik bir çalışmadır. Araştırmanın örneklemini Türkiye’nin Batısındaki bir üniversitesinin Hemşirelik Bölümü’nde öğrenim görmekte olan 648 öğrenci oluşturdu. Araştırma verileri “Öğrenci Bilgi Formu” ve “Güdülenme ve Öğrenme Stratejileri Ölçeği” ile toplandı. Araştırmada kız öğrencilerin içsel hedef, görev değeri ve sınav kaygısı, erkek öğrencilerin ise öğrenme kontrolü inancı puan ortalamaları anlamlı derecede yüksek bulundu (p<0.05).  1. sınıf öğrencilerin içsel ve dışsal hedef puan ortalamalarının 3. ve 4. sınıflara göre, öz yeterlilik puan ortalamalarının ise 2. 3. ve 4. sınıflara göre anlamlı düzeyde daha yüksek olduğu saptandı. Hemşirelik mesleğini isteyerek ve kısmen isteyerek seçen öğrencilerin görev değeri, hemşirelik mesleğini isteyenlerin ise ayrıca öz yeterlilik ve sınav kaygısı, düzenli kitap okuyanların içsel hedef ve öz yeterlilik puan ortalamalarının anlamlı düzeyde yüksek olduğu saptandı. Araştırmaya katılan kız öğrencilerin açımlama ve düzenleme, metabilişsel stratejiler, zaman ve çalışma ortamı yönetimi, erkek öğrencilerin ise akran işbirliği stratejileri anlamlı düzeyde yüksek bulundu.1.sınıf öğrencilerinin açımlama ve eleştirel düşünme, metabilişsel, akran işbirliği yönetimi ve yardım isteme stratejileri, düzenli kitap okuyan öğrencilerin ise yineleme, açımlama, düzenleme, eleştirel düşünme ve metabilişsel stratejileri puan ortalamaları anlamlı düzeyde yüksek bulunmuştur. Hemşirelik mesleğini istemeyerek seçen öğrencilerin açımlama, düzenleme, eleştirel düşünme ve yardım isteme stratejileri puan ortalamaları anlamlı derecede düşük saptanmıştır (p<0.05). Sonuç olarak hemşirelik öğrencilerinin en fazla içsel hedef, en az sınav kaygısı ile güdülendikleri, cinsiyet, sınıf, hemşirelik mesleğini seçmedeki isteklilik ve düzenli kitap okuma alışkanlığının öğrencilerin güdülenme ve öğrenme stratejilerini etkilediği saptandı. Bu araştırmanın diğer çalışmalara veri oluşturacağı, hemşirelik eğitimi etkinliklerini düzenleme, eğitim hedeflerine ulaşma ve kaliteli bir eğitim sağlamada yol gösterici olacağı düşünülmektedir.

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