Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

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Employee Characteristics, Subjective Norms and Work Performance: Integrating the Achievement Goal Orientation Theory and the Theory of Planned Behavior

Humanities and Social Sciences Letters ◽

10.18488/journal.73.2021.92.196.208 ◽

2021 ◽

Vol 9 (2) ◽

pp. 196-208

Author(s):

YuPei Du ◽

ZhongWu Li

Keyword(s):

Theory Of Planned Behavior ◽

Goal Orientation ◽

Planned Behavior ◽

Work Performance ◽

Subjective Norms ◽

Achievement Goal ◽

Achievement Goal Orientation ◽

Employee Characteristics ◽

Goal Orientation Theory

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Strategic Use of Mindset and Efficacy Theory

Encyclopedia of Strategic Leadership and Management ◽

10.4018/978-1-5225-1049-9.ch118 ◽

2017 ◽

pp. 1698-1708

Author(s):

Linda Gordon

Keyword(s):

Goal Orientation ◽

Goal Setting ◽

Theoretical Framework ◽

Albert Bandura ◽

Strategic Design ◽

Design And Implementation ◽

Positive Goal ◽

Human Endeavor

Achievement theory and goal orientation have wide-ranging implications for every human endeavor because they speak to the motivation and responses to challenges that every person encounters. From the classroom professor to the operations manager, there is a need to understand the interaction of people's mindsets regarding achievement, and how those may influence the goals they set. Additionally, the interaction of the mindset, goal, and challenges that occur, creates responses as varied as quitting to responding with redoubled effort. After understanding this mechanism of motivation, leaders will need concrete practices that orient students/employees/volunteers towards mindsets and goals that enhance effort and perseverance while minimizing the practices that result in individuals giving up. This chapter will draw from the theories of Carol Dweck and Albert Bandura to provide a theoretical framework for the strategic design and implementation of practices to enhance positive goal setting and responses when the going gets tough.

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A motivational approach to emotional labor: Examining the link between goal orientation and emotional labor strategies

Journal of Management & Organization ◽

10.1017/jmo.2019.63 ◽

2019 ◽

pp. 1-21

Author(s):

Mahsa Esmaeilikia ◽

Markus Groth

Keyword(s):

Goal Orientation ◽

Emotional Labor ◽

Self Efficacy ◽

Goal Orientations ◽

Full Time ◽

Surface Acting ◽

Deep Acting ◽

Service Employees ◽

Mediating Role ◽

Goal Orientation Theory

AbstractDrawing on goal orientation theory, in this study, we examine how an individual's motivational approach relates to the use of two common emotional labor strategies: surface acting and deep acting. In addition, we examine the role of self-efficacy as a mediating mechanism through which different goal orientations are related to different emotional labor strategies. To test our hypotheses, 262 U.S. full-time working adults from a variety of service occupations were surveyed. Consistent with the predictions of goal orientation theory, our results show that learning-oriented service employees tend to use deep acting, while performance-oriented service employees use both emotional labor strategies. Our findings also show that emotional labor self-efficacy plays a mediating role in the relationship between motivational approach and emotional labor strategy use.

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Goal Setting and MOOC Completion

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i4.4270 ◽

2019 ◽

Vol 20 (3) ◽

Cited By ~ 6

Author(s):

Erwin Handoko ◽

Susie L. Gronseth ◽

Sara G. McNeil ◽

Curtis J. Bonk ◽

Bernard R. Robin

Keyword(s):

Goal Orientation ◽

Student Performance ◽

Goal Setting ◽

Time Management ◽

Causal Attribution ◽

Course Completion ◽

Learning Context ◽

Self Regulated Learning ◽

Regulated Learning ◽

And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

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