scholarly journals PENGARUH STATE GOAL ORIENTATION TERHADAP PERFORMANCE DENGAN SELF-EFFICACY SEBAGAI VARIABEL PEMODERASI APLIKASI MATA KULIAH AKUNTANSI KEUANGAN LANJUTAN II

2018 ◽  
Vol 14 (1) ◽  
pp. 31
Author(s):  
Sarwenda Biduri
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
T Test ◽  
Financial Accounting ◽  
Test Reliability ◽  
Analysis Tool ◽  
Performance Goal ◽  
Analytical Technique ◽  
Performance Goal Orientation ◽  
Accounting Student

This goal of this research is want to know the effect of state goal orientation (SLGO) to performance and self-efficacy of accounting student. The sample in this study are students who have taken 2nd advanced financial accounting course which amounted to 136 respondents. Sample of this research is students who have taken 2nd advanced financial accounting course. Sampling technique used in this research is purposive sampling. The analysis tool used is SPSS version 18.0, the analytical technique used is validity test, reliability test, classic assumption test, simple linear regression analisys, t-test, correlation coefficient, and determinant coefficient. The t-test results show that the effect of SLGO on self-efficacy has a significance value is 0.007 and 0.005. The significance value of state performance goal orientation (SPGO) to self-efficacy is 0.130 and 0.596. The significance value of self-efficacy on the performance of accounting students is 0.033 and 0.041. It can be concluded that SLGO has an influence on self-efficacy, but state performance goal orientation has no effect on self-efficacy, and self-efficacy has an influence on accounting student 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 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.

Interaction between Self-Efficacy and Initial Performance in Predicting the Complexity of Task Chosen

2009 ◽  
Vol 105 (3_suppl) ◽  
pp. 1167-1180 ◽  
Author(s):  
Carmen Tabernero ◽  
Robert E. Wood
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Performance Goal ◽  
Affective Variables ◽  
Complex Decision Making ◽  
Complex Decision ◽  
Performance Goal Orientation

Research on motivation has confirmed the predictive power of cognitive-affective variables on performance in complex tasks. However, less attention has been given to the determinants of task choice in situations where there is discretion about which task is to be undertaken. An experimental study was designed to analyze the role of dispositional variables (goal orientations and need for cognition) and self-regulatory variables (self-efficacy, intrinsic satisfaction, and task involvement) in the complexity of task chosen. 117 students participated in a complex decision-making task with different levels of difficulty. Results indicated that the avoidance performance goal orientation can predict the difficulty of the task chosen. Self-efficacy beliefs contribute to explaining the range of difficulty people consider feasible to attempt when initial performance is controlled. Individuals with high self-efficacy chose tasks that maximized their learning opportunities.

Team goal orientation composition, team efficacy, and team performance: The separate roles of team leader and members

2017 ◽  
Vol 25 (6) ◽  
pp. 825-843 ◽  
Author(s):  
Chiung-Yi Huang ◽  
Jia-Chi Huang ◽  
Yuhsuan Chang
Keyword(s):  
Goal Orientation ◽  
Team Performance ◽  
Team Leader ◽  
Performance Goal ◽  
Team Members ◽  
Team Efficacy ◽  
Team Outcomes ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Performance Goal Orientation

AbstractThis study aims to examine team goal orientation composition regarding the different roles of a leader’s and team members’ collective goal orientation, and the effects of these on team outcomes. Data included 268 respondents from 64 teams. Results showed team members’ learning goal orientation has positive effect on team performance, mediated by team efficacy. Further, for the role of team leader, the results also revealed the same pattern. Study also showed a leader’s performance goal orientation has negatively related on team performance, mediated by team efficacy. Finally, taking both roles simultaneously, study indicated the interaction between a leader’s and members’ performance goal orientation has negatively related to team efficacy, and the interaction between a leader’s and members’ learning goal orientation has negatively related to team performance. This research contributes to the existing goal orientation theory by taking the different roles of team leader and members into consideration.

scholarly journals Relationship between Parental Involvement, Students’ Performance Goal Orientation and Academic Achievement at Elementary Level

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 329-337
Author(s):  
Dr. Sadaf Jabeen ◽  
Dr. Mubashira Khalid ◽  
Dr. Tahira Kalsoom
Keyword(s):  
Academic Achievement ◽  
Elementary Schools ◽  
Parental Involvement ◽  
Goal Orientation ◽  
Student Performance ◽  
Positive Association ◽  
Survey Method ◽  
Performance Goal ◽  
Learning Achievement ◽  
Performance Goal Orientation

The study aims to explore association between parental involvement and its contribution in students’ performance goal orientation and academic achievement during their elementary schooling. The study adopted correlational design. Nine (04 boys and 05 girls) Middle/Elementary schools were randomly selected from 233 (140 girls and, 93 boys) Middle/ Elementary schools of Lahore. 324 participants (180 girls and 144 boys) from grade 6 were conveniently selected from these randomly selected 09 public Middle/elementary schools. 324 parents (mother/father) of above mentioned students were also included in this Study. Two instruments, Student Performance Goal Orientation (SPGO) and Parental Involvement Scale (PIS) were used as research instruments. It was quantitative study based on descriptive research. Survey method was used for data collection. The study found positive association between parental involvement and students’ learning outcomes achievement. Positive association between students’ performance goal orientation and students’ learning achievement was also found. It was observed that parents can increase the students’ motivation level and help them for their achievements. More than half of the students were of the views that parental involvement enhances the student’s learning achievement.

An Examination and Extension of the Theory of Gamified Learning: The Moderating Role of Goal Orientation

2020 ◽  
pp. 104687812095874
Author(s):  
Caribay Garcia- Marquez ◽  
Kristina N. Bauer
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Empirical Work ◽  
Goal Orientations ◽  
Amazon Mechanical Turk ◽  
Future Research ◽  
Performance Goal ◽  
Gamified Learning ◽  
Moderating Role

Background. Landers (2014) proposed the theory of gamified learning to provide a theoretical framework for gamification research. Unfortunately, little empirical work has tested this theory. Thus, the current study aimed to close this gap by examining the theory’s mediational pathway as well as exploring the moderating role of goal orientation on the pathway from Assessment game attributes (i.e., assessment and progress) to self-efficacy to learning outcomes. Method. A gamified resume course was developed on a gamification software platform. Participants ( N = 185) were recruited through Amazon Mechanical Turk and randomly assigned to one of four conditions (i.e., badges, progress bar, badges and progress bar, and control). Participants responded to a pre-course questionnaire containing demographics and the goal orientation measure, were directed to the course website to complete the gamified resume course and knowledge measure, and were finally re-directed to a post-course questionnaire collecting job search self-efficacy. Results. There was little support for the hypothesized moderated mediation model. However, an interesting outcome of this study was the significant conditional indirect effect of the badge condition for average learning and high avoid performance goal orientations, suggesting badges can improve self-efficacy in gamified learning. Discussion and Conclusion. A key takeaway of this study was preliminary evidence suggesting badges may help mitigate the negative effects of avoid performance goal orientation on self-efficacy. This finding demonstrates how individual differences play a role in learners’ responses to game attributes in a gamified learning experience. Practical implications, limitations, and directions for future research are discussed.

Moderating Avoidance Performance Goal Orientation Withdrawal Through Individuated Assessments and Common Affiliation

2020 ◽  
pp. 104649642091393
Author(s):  
Justin Kraemer ◽  
Marjaana Gunkel ◽  
Ken Chung
Keyword(s):  
Goal Orientation ◽  
Small Groups ◽  
Avoidance Performance ◽  
Negative Association ◽  
Performance Goal ◽  
Specific Assessment ◽  
Group Members ◽  
The Individual ◽  
Performance Goal Orientation ◽  
Practical Implications

Scholars have long assumed that members of small groups are more likely to help each other. We argue that, even in a small group with collective rewards, those with an avoidance performance goal orientation, a dispositional fear of inadequate performance, would view social interaction as more disadvantageous and, as a result, help their group less. Using random coefficient modeling, we also demonstrate that the strength of the individual-specific assessment of reliance on and a category-specific common affiliation with group members reduce this negative association. We discuss theoretical and practical implications and conclude by identifying limitations of our study and offer directions for future investigation.

Effects of interaction between social comparison and state goal orientation on task performance

2020 ◽  
Vol 48 (3) ◽  
pp. 1-12
Author(s):  
Jiseon Shin ◽  
Hyunjoo Lee ◽  
Eunsun Ahn ◽  
Young Woo Sohn
Keyword(s):  
Social Comparison ◽  
Goal Orientation ◽  
Task Performance ◽  
Undergraduate Students ◽  
Performance Goal ◽  
Comparison Theory ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Performance Goal Orientation ◽  
Comparison Target

Drawing on social comparison theory, we explored the effects of the interaction between state goal orientation and directional social comparison on individuals' task performance. In most goal achievement situations, individuals are likely to perform in a social context, which warrants investigation of how the interplay between goal characteristics and surrounding social stimuli influences their performance. We conducted a state-based experiment with 162 undergraduate students, utilizing a 3 (state goal orientation: learning, prove performance, avoid performance) × 2 (social comparison: upward and downward) between-subjects design. When the learning goal orientation or the prove performance goal orientation were manipulated, individuals who had a comparison target performed better than did those who worked by themselves on the given task. In particular, when individuals with a learning goal orientation or a prove performance goal orientation had a downward comparison target their performance improved, whereas those with an avoid performance goal orientation performed better when they had an upward comparison target. Overall the findings explicate the joint roles of state goal orientation and social comparison in influencing task performance.

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