Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Learning Orientations ◽

Scientific Attitudes

Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

Learning Orientation, Working Smart, and Effective Selling

Journal of Marketing ◽

10.1177/002224299405800303 ◽

1994 ◽

Vol 58 (3) ◽

pp. 39-52 ◽

Cited By ~ 183

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 ◽

And Performance ◽

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.

Person–job fit and job involvement: the curvilinear effect and the moderating role of goal orientation

Journal of Managerial Psychology ◽

10.1108/jmp-02-2020-0095 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Dong Ju ◽

Jingjing Yao ◽

Li Ma

Keyword(s):

Goal Orientation ◽

Job Involvement ◽

Job Fit ◽

Performance Goal ◽

Cross Sectional ◽

Content Type ◽

Cross Sectional Design ◽

Employee Needs

PurposeJob involvement is an important predictor of how well employees perform and feel at work. However, despite fruitful findings, little is known about how person–job (P–J) fit affects job involvement.Design/methodology/approachThis study used a cross-sectional design and collected data from 375 employees and 50 managers. Multivariate regression was applied to test the moderated curvilinear model.FindingsThis study found an inverted U-shaped relationship between P–J fit and job involvement. For employees with a strong performance goal orientation, maximum job involvement occurred at a higher level of P–J fit, whereas for employees with a strong learning goal orientation, maximum job involvement occurred at a moderate level of P–J fit.Practical implicationsManagers should be aware that solely maximizing fit may not constantly yield positive outcomes, and that ignoring differences in employee needs and goals may be counterproductive.Originality/valueThe study challenges the conventional wisdom that a high P–J fit is always productive by showing that a high fit may sometimes jeopardize job involvement, particularly for certain employees.

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

Journal of Management & Organization ◽

10.1017/jmo.2016.62 ◽

2017 ◽

Vol 25 (6) ◽

pp. 825-843 ◽

Cited By ~ 3

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 ◽

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.

The Interaction Effect of Learning Goal Orientation and Performance Goal Orientation on Job Performance

Korean Academy of Organization and Management ◽

10.36459/jom.2017.41.4.163 ◽

2017 ◽

Vol 41 (4) ◽

pp. 163-182

Author(s):

Soo Young Shin ◽

Ji sung Park

Keyword(s):

Job Performance ◽

Goal Orientation ◽

Interaction Effect ◽

Performance Goal ◽

Learning Goal ◽

And Performance ◽

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

Social Behavior and Personality An International Journal ◽

10.2224/sbp.8032 ◽

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 ◽

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.

Psychological Empowerment: Antecedents From Goal Orientation and Consequences in Public Sector Employees

Review of Public Personnel Administration ◽

10.1177/0734371x18814590 ◽

2018 ◽

Vol 40 (2) ◽

pp. 297-326 ◽

Cited By ~ 2

Author(s):

Beatriz García-Juan ◽

Ana B. Escrig-Tena ◽

Vicente Roca-Puig

Keyword(s):

Public Sector ◽

Goal Orientation ◽

Affective Commitment ◽

Psychological Empowerment ◽

Well Being ◽

Performance Goal ◽

Learning Goal ◽

Public Sector Employees ◽

Recent research has encouraged the study of psychological empowerment in public organizations owing to its benefits for optimum service delivery and performance improvement in the public context. This study analyzes how learning goal orientation, prove-performance goal orientation, and avoid-performance goal orientation are related to psychological empowerment and how such empowerment influences well-being outcomes within the context of public employees. Analyses of data from 553 public-sector employees showed that only learning goal orientation strongly and positively influences psychological empowerment. Furthermore, the results support the positive and significant relationship between psychological empowerment and both job satisfaction and affective commitment and the negative link with job anxiety levels. Theoretical and practical implications, as well as future directions for the psychological empowerment issue, are discussed.

Different personal propensities among scientists relate to deeper vs. broader knowledge contributions

Proceedings of the National Academy of Sciences ◽

10.1073/pnas.1421286112 ◽

2015 ◽

Vol 112 (12) ◽

pp. 3653-3658 ◽

Cited By ~ 5

Author(s):

Thomas S. Bateman ◽

Andrew M. Hess

Keyword(s):

Goal Orientation ◽

Current Knowledge ◽

Scientific Journal ◽

Work Behavior ◽

Performance Goal ◽

Knowledge Domains ◽

Domain Specific ◽

Domain Specific Knowledge ◽

Scientific journal publications, and their contributions to knowledge, can be described by their depth (specialized, domain-specific knowledge extensions) and breadth (topical scope, including spanning multiple knowledge domains). Toward generating hypotheses about how scientists’ personal dispositions would uniquely predict deeper vs. broader contributions to the literature, we assumed that conducting broader studies is generally viewed as less attractive (e.g., riskier) than conducting deeper studies. Study 1 then supported our assumptions: the scientists surveyed considered a hypothetical broader study, compared with an otherwise-comparable deeper study, to be riskier, a less-significant opportunity, and of lower potential importance; they further reported being less likely to pursue it and, in a forced choice, most chose to work on the deeper study. In Study 2, questionnaire measures of medical researchers’ personal dispositions and 10 y of PubMed data indicating their publications’ topical coverage revealed how dispositions differentially predict depth vs. breadth. Competitiveness predicted depth positively, whereas conscientiousness predicted breadth negatively. Performance goal orientation predicted depth but not breadth, and learning goal orientation contrastingly predicted breadth but not depth. Openness to experience positively predicted both depth and breadth. Exploratory work behavior (the converse of applying and exploiting one’s current knowledge) predicted breadth positively and depth negatively. Thus, this research distinguishes depth and breadth of published knowledge contributions, and provides new insights into how scientists’ personal dispositions influence research processes and products.

Effectuation (EF) and Causation (CS) on Venture Performance and Entrepreneurs’ Dispositions Affecting the Reliance on EF and CS

Entrepreneurship Research Journal ◽

10.1515/erj-2020-0054 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Jang Hyo Yoon ◽

Erin Cho

Keyword(s):

Locus Of Control ◽

Goal Orientation ◽

Goal Orientations ◽

Performance Goal ◽

Average Growth ◽

Venture Performance ◽

Subjective Assessments ◽

Negative Effect ◽

And Performance

Abstract This study investigates whether and how different decision logics (i.e., effectuation and causation) are linked to venture performance (i.e., annual average growth in revenue and profit as well as subjective assessments of venture performance and funding status). We also examine how dispositional characteristics of an entrepreneur (i.e., learning and performance goal orientations, ambiguity tolerance, desire for change, and locus of control) influence the use of different decision logics. The results indicate that causation has a significantly positive effect on revenue growth as well as subjective assessments of venture performance and funding status, while effectuation has a significantly negative effect on profit growth. We find that learning-goal orientation leads to a greater reliance on effectuation, while performance-goal orientation increases the use of causation. An internal locus of control positively affects the reliance on both effectuation and causation, while the desire for change increases the use of effectuation.

The Effect of Teaching Quality on Student Career Choice: The Mediating Role of Student Goal Orientation

Integration of Education ◽

10.15507/1991-9468.097.023.201904.541-555 ◽

2019 ◽

Vol 23 (4) ◽

pp. 541-555 ◽

Cited By ~ 1

Author(s):

Tuatul Mahfud ◽

Setyabudi Indartono ◽

Ida Nugroho Saputro ◽

Indah Utari

Keyword(s):

Career Choice ◽

Goal Orientation ◽

Teaching Quality ◽

Vocational Students ◽

Performance Goal ◽

Learning Goal ◽

And Performance ◽

Quality Learning ◽

Introduction. Career choice is an essential stage for vocational students to identify suitability, readiness, and development of the capacity to work. However, until now, studies that discuss how vocational learning can shape students’ career choices are still limited and not yet widely discussed. This study aims to develop structural models to shape the maturity of student career choices, which involves teaching quality, learning goal orientation, and performance goal orientation in collaboratively and interactively. Specifically, this study aims to investigate the effects of teaching quality, learning goal orientation, and performance goal orientation on career choice. Also, it will help to examine the role of mediation for the student’s goal orientation under the influence of teaching quality. Materials and Methods. Data were collected randomly through an online questionnaire survey from 289 vocational students in the tourism field in Indonesia which included the culinary art and hospitality department. SEM analysis is used to test the path model and bootstrapping confidence interval estimate to test the mediation role. Results. This study revealed that teaching quality, learning goal orientation, and performance goal orientation are collaborative and interactive predictors of career choice of vocational students. Also, the learning goal orientation and performance goal orientation significantly mediate the effect of teaching quality on student career choices, and this mediation is partial. Discussion and Conclusion.This study also reinforces the theory that the success of achieving the learning outcome is significantly affected by external (e.g., teaching quality) and internal dimension (e.g., student goal orientation). Finally, it is recommended that vocational education practitioners should improve the quality of learning and teaching process by encouraging positiv e student goal orientation.