scholarly journals Goal Missed, Self Hit: Goal-Setting, Goal-Failure, and Their Affective, Motivational, and Behavioral Consequences

2021 ◽  
Vol 12 ◽  
Author(s):  
Jessica Höpfner ◽  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Self Esteem ◽  
Behavioral Measure ◽  
Long Term Outcomes ◽  
Management Tools ◽  
Related Factors ◽  
Specific Goal ◽  
Setting Theory ◽  
Integrate Research

Setting high and specific goals is one of the best-established management tools to increase performance and motivation. However, in recent years, potential downsides of goal-setting are being discussed. One possible downside is the high risk of failing the goal. In an approach to integrate research on the consequences of goal-failure and the basic assumptions of goal-setting theory, we investigated whether failure of a high and specific goal has detrimental effects on a person’s affect, self-esteem, and motivation. In Experiment 1, 185 participants received fictitious feedback about attaining or failing an assigned high and specific goal. In Experiment 2 with 86 participants, we manipulated goal-failure through task-difficulty and we included task choice as a behavioral measure of motivation. In both experiments, participants who failed the high and specific goal showed a decrease in affect, self-esteem, and motivation compared to participants who attained that goal. Results indicate that failing a high and specific goal can be damaging for self-related factors that may be crucial for organizational long-term outcomes. We advise organizations to consider potential undesirable effects when using goal-setting interventions.

scholarly journals Examining the effects of goal-setting, feedback, and incentives on sustained attention

2020 ◽  
Author(s):  
Matthew Kyle Robison ◽  
Nash Unsworth ◽  
Gene Arnold Brewer
Keyword(s):  
Task Performance ◽  
Goal Setting ◽  
Sustained Attention ◽  
Task Engagement ◽  
Vigilance Decrement ◽  
Dependent Variables ◽  
Specific Goal ◽  
Cash Incentive ◽  
Setting Theory ◽  
Standard Set

Across four experiments we examined the effects of goal-setting, feedback, and incentivizing manipulations on sustained attention. In addition to measuring task performance, we measured subjective attentional states and momentary feelings of motivation and alertness. Experiment 1 compared two specific goal conditions - one difficult and one easy - to a standard set of instructions. The specific goal conditions both reduced RTs and attenuated the vigilance decrement but did not impact task engagement (motivation or task-unrelated thoughts). Experiment 2 manipulated both goal-setting and feedback across conditions. The combination of a specific goal and feedback had strong effects on both task performance and task engagement. Additionally, feedback increased task engagement (higher motivation and fewer task-unrelated thoughts) regardless of whether or not it was paired with a specific goal. Experiment 3 examined the effect of pairing goals with a reward. Participants in one reward condition (time-based incentive) reported higher motivation, but did not show better task performance. Offering a cash incentive to meet a goal did not have an effect on any dependent variables. Finally, in an effort to examine whether more moderately-difficult goals might lead to optimal performance, Experiment 4 examined a broader range of goals. However we did not see an effect of a moderately-difficult goal on any of the dependent variables. None of the experimental manipulations were effective in mitigating or eliminating the vigilance decrement. We discuss the theoretical implications of the results with regard to goal-setting theory and theories of vigilance.

Effect of Goal Proximity and Specificity on Endurance Performance of Primary-Grade Children

1988 ◽  
Vol 10 (1) ◽  
pp. 81-91 ◽  
Author(s):  
Robert Weinberg ◽  
Lawrence Bruya ◽  
Janice Longino ◽  
Allen Jackson
Keyword(s):  
Goal Setting ◽  
Endurance Performance ◽  
Short Term ◽  
Activity Settings ◽  
Baseline Performance ◽  
Goal Condition ◽  
Goal Specificity ◽  
Group A ◽  
Setting Theory

The purpose of this investigation was to test the effects of goal proximity and goal specificity on endurance performance of young children. Subjects were 130 boys and 125 girls from the fourth, fifth, and sixth grades. Children were matched on baseline performance of the 2-min sit-up test and then randomly assigned to one of the following goal setting conditions: (a) short-term goal improvement of 4% each test trial, (b) long-term goal of 20% improvement over the course of the 10-week study, (c) short-term plus long-term goal, and (d) do your best. Subjects practiced sit-ups in class every day with practice tests once a week and actual scored tests once every other week. No significant differences between goal-setting conditions were found on baseline performance and thus a 4 × 3 × 2 × 5 (Goal × Grade × Gender × Trials) ANOVA was conducted. Results produced significant gender and grade main effects, with boys and sixth graders exhibiting the best performance. More important, a significant goal-condition-by-trials interaction revealed there were no differences on Trials 1 and 2, but on Trials 3, 4, and 5 the specific goal groups performed significantly better than the do-your-best group. A postexperimental questionnaire revealed that children were highly committed to their goals and tried extremely hard to reach their goals. Results are discussed in terms of Locke's goal-setting theory as well as recent empirical goal-setting studies conducted in physical activity settings.

Long-Term Outcomes of Early Victimization by Peers among Japanese Male University Students: Model of a Vicious Cycle

1996 ◽  
Vol 79 (3) ◽  
pp. 711-720 ◽  
Author(s):  
Tamao Matsui ◽  
Yukie Tsuzuki ◽  
Takashi Kakuyama ◽  
Mary-Lou Onglatco
Keyword(s):  
High School ◽  
University Students ◽  
Junior High School ◽  
Junior High ◽  
Self Esteem ◽  
Vicious Cycle ◽  
Long Term Outcomes ◽  
Japanese Male ◽  
Male University Students

For Japanese male university students ( N = 134) as subjects, self-reported victimization by peers during junior high school was correlated with current scores on self-esteem and depression only for subjects who reported low self-esteem and high depression prior to victimization.

Variants of intrafamilial sexual abuse experience: Implications for short- and long-term development

2001 ◽  
Vol 13 (4) ◽  
pp. 1001-1019 ◽  
Author(s):  
PENELOPE K. TRICKETT ◽  
JENNIE G. NOLL ◽  
ALLAN REIFFMAN ◽  
FRANK W. PUTNAM
Keyword(s):  
Sexual Abuse ◽  
Sexually Abused ◽  
Comparison Group ◽  
Self Esteem ◽  
Long Term Outcomes ◽  
Time Points ◽  
Intrafamilial Sexual Abuse ◽  
Short And Long Term ◽  
Sexual Abuse Victims

This study examines short- and long-term maladaptive outcomes in a sample of sexually abused females and a comparison group. The sample consists of intrafamilial sexual abuse victims ages 6–16 years at entry into the study and a demographically similar comparison group. The outcomes examined included measures of behavior and psychological problems such as aggressive behavior, depression, dissociation, and low self-esteem; and measures at two time points, first at entry into the study (median age 11 years) and approximately 7 years later (median age 18 years). The specific questions being addressed were (a) whether subgroups or profiles, based on the specific characteristics of the sexual abuse experienced, can be identified in this sample of abused females; and (b) whether these profile groups predict different patterns of adverse short- or long-term outcomes.

scholarly journals Justification of Sustainable Investment by the Management Theories of Sustainable Goal Setting and Stakeholder

2019 ◽  
Vol 42 (2) ◽  
pp. 52-57
Author(s):  
Aurelija Zonienė ◽  
Violeta Valiulė
Keyword(s):  
Goal Setting ◽  
Stakeholder Theory ◽  
Goal Setting Theory ◽  
Sustainable Investment ◽  
Setting Theory ◽  
A Company ◽  
Management Theories

Shifting societal understanding of sustainability can be tied to the potential of long-term growth of a company. This is reflected in the organization’s approach to sustainable investment and its management. Mostly, sustainable investment is based on the theories of economics and there is no clear consensus regarding the justification of sustainable investment by the theories of management.The purpose of this paper is to justify the benefits of sustainable investment for organizations by the two theories of management (modern and classic): Sustainable goal setting and Stakeholder theory. Those two theories have been chosen because they are believed to better correspond with the principles of sustainable investment.The question of the research is how to justify sustainable investment by Sustainable goal setting and Stakeholder theories. The aim of the research is to justify sustainable investment by Sustainable goal setting and Stakeholder theories.It has been found out that Sustainable goal setting theory and Stakeholder theory are related, overlapping and equally important in sustainable investment.

scholarly journals Impacts of a Southern Indiana Summer Camp: Adult Reflections on Childhood Experiences

2017 ◽  
Vol 11 (3) ◽  
pp. 175-187 ◽  
Author(s):  
Colin L. Snider ◽  
James R. Farmer
Keyword(s):  
Summer Camp ◽  
Self Esteem ◽  
Childhood Memories ◽  
Long Term Outcomes ◽  
Childhood Experiences ◽  
Hard Skills ◽  
Quantitative Studies ◽  
Relationship Outcomes ◽  
The Impact

Scholars have well documented the impact on youth of attending a residential summer camp. Quantitative studies, generally consisting of pre/post assessments, have found positive outcomes related to self-esteem, self-efficacy, hard skills, and social skills. We explored the long-term outcomes of the camp experience through adult recollections of the camp experience. Participants’ interviews provided four primary, emergent themes: self growth, affinity for nature, life skills, and relationship. Outcomes appear to stem from camper-counselor relationships and unstructured free time. This study highlights the lifelong benefits of the camp experience and suggests there is utility in collecting adult long-term recollections of childhood memories.

The Effects of Goal Proximity on Skill Acquisition and Retention of a Shooting Task in a Field-Based Setting

1992 ◽  
Vol 14 (3) ◽  
pp. 298-308 ◽  
Author(s):  
Barbara Ann Boyce
Keyword(s):  
Goal Setting ◽  
Skill Acquisition ◽  
Repeated Measures ◽  
Short Term ◽  
Specific Goal ◽  
Post Hoc ◽  
Main Effects

This study investigated the effect of goal proximity on skill acquisition and retention of a selected shooting task. Twelve classes (n=181) were randomly assigned to one of four conditions: (a) short-term goals, (b) a long-term goal, (c) short-term plus long-term goals, and (d) do-your-best goals. The pretest and six skill acquisition/retention trials were analyzed in a 4×2×6 (Goal Groups × Gender × Trials) MANCOVA design with repeated measures on the last factor and with the pretest as the covariate. Results of a multivariate F test revealed significant main effects for goal groups, gender, and trials. Post hoc tests indicated that the three specific goal-setting groups were superior to the do-your-best group. Males were statistically superior to females in the shooting task. The follow-up tests on trials revealed that as trials progressed, shooting performance improved significantly.

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