EFFECTS OF GOAL DIFFICULTY, GOAL-SETTING METHOD, AND EXPECTED EXTERNAL EVALUATION ON INTRINSIC MOTIVATION.

The aim of this study was to investigate which leader behaviors mediate the relationship between leader expectations and employee engagement in learning activities. Based on Rosenthal’s Pygmalion model, five potential mediators of the Pygmalion effect were distinguished: leader—member exchange relationship, goal setting (i.e., goal specificity, goal difficulty), providing learning opportunities, and feedback. Data from 904 manager—subordinate dyads in six organizations showed that leader expectations were related to employee engagement in learning activities. Goal specificity, goal difficulty, and providing learning opportunities proved to be mediators. These findings suggest that goal setting lies at the heart of the Pygmalion effect.

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GOAL SETTING THEORY: THE EFFECT OF INCENTIVE MODERATION ON INDIVIDUAL PERFORMANCE

Research In Management and Accounting ◽

10.33508/rima.v3i2.3053 ◽

2020 ◽

Vol 3 (2) ◽

pp. 95-106

Author(s):

Yudi Hartono ◽

◽

Monika Palupi Murniati ◽

Keyword(s):

Goal Setting ◽

Goal Attainment ◽

Individual Performance ◽

Reinforcement Theory ◽

Individual Motivation ◽

Goal Difficulty ◽

Goal Setting Theory ◽

Goal Specificity ◽

Setting Theory ◽

The Impact

This study uses goal-setting theory and reinforcement theory to explain the formation of individual motivation in achieving goals. Testing the effect of goal specificity used the experimental method to test the impact of goal specificity, different goal difficulty on the same quota incentive system as the 2x2x1 experimental design. This study's findings confirm the goal-setting theory shown from the higher achievement of participants' goals when participants are given specific and challenging goals than participant goals in different variations of goal specificity and goal difficulty. This study found that participants have a greater focus on goal specificity in driving goal attainment behavior. The findings of this study confirm the reinforcement theory shown from achieving goals that exceed targets. Positive consequences become arguments for individuals to do the same action

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THE EFFECT OF GOAL SETTING AND INTRINSIC MOTIVATION ON TEACHER WORK PERFORMANCE

Akademika ◽

10.34005/akademika.v10i01.995 ◽

2021 ◽

Vol 10 (01) ◽

pp. 219-233

Author(s):

Ania Fitriah ◽

Masduki Ahmad ◽

Matin Matin

Keyword(s):

Intrinsic Motivation ◽

Goal Setting ◽

Direct Effect ◽

Junior High School ◽

Work Performance ◽

Junior High ◽

Survey Method ◽

Teacher Work ◽

Positive Direct ◽

The Impact

The purpose of this research was to study the impact of goal setting and intrinsic motivation on the work performance of teachers in the Sub-District of North Bekasi State Junior High School. This research was conducted using a survey method with path analysis techniques. The population in this study were the civil servant teachers of the State Junior High Schools in North Bekasi District totaling 221 teachers, while the sample in this study was 69 teachers who were randomly selected. The results of this study are as follows; (1) there is a positive direct effect of goal setting on teacher work performance; (2) there is a positive direct effect of intrinsic motivation on teacher work performance, and (3) there is a positive direct effect of goal setting on intrinsic motivation. Therefore, increased work performance can be increased through increased goal setting and strengthening intrinsic motivation in school teachers. Abstrak: Tujuan penelitian ini adalah untuk mempelajari tentang pengaruh penetapan tujuan dan motivasi intrinsik terhadap prestasi kerja guru SMP Negeri di Kecamatan Bekasi Utara. Penelitian ini dilakukan dengan menggunakan metode survey dengan teknik analisis jalur. Populasi dalam penelitian ini adalah guru PNS SMP Negeri di Kecamatan Bekasi Utara yang berjumlah 221 guru, sedangkan sampel dalam penelitian ini sebesar 69 guru yang dipilih secara acak. Hasil penelitian ini adalah sebagai berikut; (1) terdapat pengaruh langsung positif penetapan tujuan terhadap prestasi kerja guru; (2) terdapat pengaruh langsung positif motivasi intrinsik terhadap prestasi kerja guru, dan (3) terdapat pengaruh langsung positif penetapan tujuan terhadap motivasi intrinsik. Oleh karena itu, peningkatan prestasi kerja dapat ditingkatkan melalui ketepatan dalam penerapan penetapan kerja dan penguatan motivasi intrinsik pada guru dan standar kerja di sekolah.

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Perceived Goal Setting Practices of Olympic Athletes: An Exploratory Investigation

The Sport Psychologist ◽

10.1123/tsp.14.3.279 ◽

2000 ◽

Vol 14 (3) ◽

pp. 279-295 ◽

Cited By ~ 15

Author(s):

Robert Weinberg ◽

Dave Yukelson ◽

Damon Burton ◽

Daniel Weigand

Keyword(s):

Factor Analysis ◽

Goal Setting ◽

Developmental Differences ◽

Future Directions ◽

Goal Difficulty ◽

Olympic Athletes ◽

Exploratory Investigation ◽

Highly Effective ◽

Overall Performance

The purpose of this investigation was to explore Olympic athletes’ perceptions concerning the frequency and effectiveness of goal setting strategies as well as goal preferences and barriers to achieving these goals. Participants were 185 male and 143 female Olympic athletes from a variety sports. Each athlete completed a questionnaire detailing their perceptions, use, and effectiveness of a number of different goal-setting strategies. Factor analysis revealed four similar factors for goal effectiveness and goal frequency and two distinct factors for goal barriers. Descriptive results revealed that all of the Olympic athletes practiced some type of goal setting to help enhance performance, and they found their goals to be highly effective. Athletes also reported that improving overall performance, winning, and having fun were the three most important goals. In addition, setting difficult goals that were somewhat above the level at which they perform was the most preferred level of goal difficulty. Future directions for research are offered including exploration of developmental differences and variations in coach versus athlete perceptions.

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Effects of Goal Specificity, Goal Difficulty, and Information Feedback on Endurance Performance

Journal of Sport Psychology ◽

10.1123/jsp.9.1.43 ◽

1987 ◽

Vol 9 (1) ◽

pp. 43-54 ◽

Cited By ~ 25

Author(s):

Howard K. Hall ◽

Mobert S. Weinberg ◽

Allen Jackson

Keyword(s):

Goal Setting ◽

Field Research ◽

Endurance Performance ◽

Information Feedback ◽

Goal Difficulty ◽

Activity Setting ◽

Goal Specificity ◽

And Performance ◽

Types Of Information ◽

The Relationship

The purpose of the present investigation was twofold: first, to examine the relationship between goal difficulty, goal specificity, and endurance performance in a physical activity setting, and second, to determine the relationship between different types of information feedback, goals, and performance. Subjects (N = 94) performed on a hand dynamometer endurance task, being asked to hold a one-third maximum contraction for as long as possible. The subjects were randomly assigned to one of the following goal-setting conditions: (a) Do your best, (b) improve by 40 s, or (c) improve by 70 s. They were provided with either concurrent or terminal feedback in a 2 x 3 x 2 (feedback x goals x trials) design. Performance results indicated a significant goals-by-trials interaction with the 40- and 70-s goal groups exhibiting significantly more improvement than the "do your best" group. No significant performance differences were found between the two feedback groups. However, significant differences in the performance-associated cognitions of the feedback groups indicated a preference for concurrent feedback as an adjunct to goals. Results are discussed in terms of Locke's goal-setting theory as well as some recent field research investigating the goal-setting performance relationship in physical education settings.

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The Effects of Group versus Individual Goal Setting on Bowling Performance

The Sport Psychologist ◽

10.1123/tsp.11.2.190 ◽

1997 ◽

Vol 11 (2) ◽

pp. 190-200 ◽

Cited By ~ 3

Author(s):

Scott R. Johnson ◽

Andrew C. Ostrow ◽

Frank M. Perna ◽

Edward F. Etzel

Keyword(s):

Goal Setting ◽

Repeated Measures ◽

Group Versus ◽

Interaction Effects ◽

Significant Group ◽

Goal Difficulty ◽

Time Interaction ◽

Goal Condition ◽

Repeated Measures Analysis ◽

Main Effects

The purpose of this study was to examine the effects of group and individual goal setting versus a control condition on bowling performance (BP), personal goals (PG), and perceived goal difficulty (PGD) across five weeks. Novice bowlers (N = 36) were randomly assigned to one of the three goal conditions. Three separate 3 × 5 (Goal Condition × Time: Weeks of Study) repeated measures analysis of variance (ANOVA) revealed significant main effects for time on BP and PGD, and significant group by time interaction effects on BP and PG. The significant group × time interaction effects revealed that participants in the group goal setting condition increased both BP and PG relatively more than participants in the other goal setting conditions. Therefore, group goal setting may enhance performance in an individual sport by potentially increasing personal goal setting under difficult performance demands.

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Goal setting and achievement for walking: A series of n-of-1 digital interventions

10.31236/osf.io/zt3d6 ◽

2020 ◽

Author(s):

Guillaume Chevance ◽

Dario Baretta ◽

Natalie Golaszewski ◽

Michelle Takemoto ◽

Sama Shrestha ◽

...

Keyword(s):

Physical Activity ◽

Goal Setting ◽

Goal Achievement ◽

Additive Models ◽

Performance Goals ◽

Activity Levels ◽

Performance Goal ◽

Random Factor ◽

Goal Difficulty ◽

Physical Activity Levels

Objective: Despite evidence that goal setting is valuable for physical activity promotion, recent studies highlighted a potential over oversimplification in the application of this behavior change technique. While more difficult performance goals might trigger higher physical activity levels, higher performance goals might concurrently be more difficult to achieve, which could reduce long-term motivation. This study examined i) the association between performance goal difficulty and physical activity and ii) the association between performance goal difficulty and goal achievement. Methods: This study used data from an e-Health intervention among inactive overweight adults (n = 20). The study duration included a 2-week baseline period and an intervention phase of 80 days. During the intervention, participants received a daily step goal experimentally manipulated by taking participants’ baseline physical activity median (i.e., number of steps) multiplied by a pseudo-random factor ranging from 1 to 2.6. A continuous measure of goal achievement was inferred for each day by dividing the daily number of steps by the goal prescribed that day. Linear and generalized additive models were fit for each participant. Results: The results confirm that, for a majority of the participants involved in the study, performance goal difficulty was positively and significantly associated with physical activity (n=14), but, concurrently, negatively and significantly associated with goal achievement (n=19). These associations were mainly linear. Conclusion: At the daily level, setting a higher physical activity goal leads to engaging in higher physical activity levels, but concurrently lower goal achievement.

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Does goal setting matter? The impact of employee-level and organizational-level goal properties on public employees' perception of performance appraisal fairness

International Journal of Public Sector Management ◽

10.1108/ijpsm-02-2021-0042 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

James Harrington ◽

John McCaskill

Keyword(s):

Intrinsic Motivation ◽

Performance Appraisal ◽

Goal Setting ◽

Performance Appraisals ◽

Organizational Level ◽

Public Employees ◽

Federal Employees ◽

Perceived Fairness ◽

Cross Sectional ◽

Content Type

PurposeThis study examines the relationship between goal properties, both at the employee and organizational-level, and the perceived fairness of the performance appraisal system by federal employees.Design/methodology/approachWe describe the theoretical framework regarding goals and employee perceptions of performance appraisal fairness. We then develop and test four hypotheses, exploring the relationships among variables using five years of the FEVS data. To strengthen the research design, we created an agency-level dataset, by calculating agency-level averages for all the covariates. Instead of examining 500,000 federal employees each year, we are examining 80 federal agencies. Creating a panel dataset at the agency level allows us to make stronger statements about causality than using cross-sectional data.FindingsThis study finds a significant positive relationship between goal setting factors and employees' perceived fairness of performance appraisals: perceived employee-level goal difficulty and perceived organizational-level goal specificity at the agency level. The study results show that certain control variables, such as intrinsic motivation, play important roles in predicting public employees' perceived fairness of performance appraisals. Federal employees who have a higher level of intrinsic motivation show a more positive perception toward performance appraisal fairness. The appropriate use of extrinsic rewards and intrinsic motivation, combined with effective goal setting strategies in public organizations, may enhance public employees' perceived fairness of performance appraisal systems.Research limitations/implicationsThis study used the FEVS, necessitating the reduction of the sample size to agency level averages to create a panel dataset. Also, this study was limited to federal agencies in the United States, so research results may lack generalizability.Originality/valueThis paper fulfills an identified need to avoid cross-sectional research design and leverage longitudinal panel data.

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