Strategic Use of Mindset and Efficacy Theory

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.

Modeling Goal Setting Within a Multimedia Environment on Complex Physics Content

2016 ◽  
Vol 55 (3) ◽  
pp. 374-394 ◽  
Author(s):  
Jessica Twyford ◽  
Scotty D. Craig
Keyword(s):  
Goal Orientation ◽  
Goal Setting ◽  
Knowledge Retention ◽  
Virtual Humans ◽  
Learning Gains ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Positive Goal ◽  
Rotational Kinematics ◽  
Multimedia Environment

Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring, it has yet to been examined if a secondary behavior such as goal setting can be influenced. The present study investigated whether observing virtual humans engaging in a tutoring session on a difficult learning topic, rotational kinematics, with embedded positive goal-oriented dialogue would increase knowledge of the material and perpetuate a shift in an observer's goal orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pretest to posttest knowledge retention tests. Significant negative changes from pretest to posttest occurred across conditions for LGO. Additionally, significant increases from PAVGO pretest to posttest were observed in the control condition; however, PAVGO did not significantly change in the experimental condition.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
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.

The interaction matrix: from individual goal-setting to the four modes of coexistence

Kybernetes ◽  
2016 ◽  
Vol 45 (1) ◽  
pp. 87-106 ◽  
Author(s):  
Helmut Nechansky
Keyword(s):  
Goal Setting ◽  
Design Methodology ◽  
Theoretical Framework ◽  
Interaction Matrix ◽  
Behavioral Sciences ◽  
Content Type ◽  
System A ◽  
Social Units ◽  
Practical Implications

Purpose – The purpose of this paper is to show how individual acts of goal-setting of two persons or systems A and B determine, which modes of coexistence become possible in an interaction of the two. Design/methodology/approach – Some person or system A can approach another person or system B with an inclination to realize one of four goal-setting processes: first, A sets goals for B; second, A sets no own goals; third, A pursues own goals alone; and fourth, A and B develop mutual goals. And an interaction of A and B can lead to just four modes of coexistence: first, conflict – A and B fight; second, hierarchy – A submits to B; third, independence in niches – A and B do not interact; and fourth, cooperation – A and B work together. Findings – Placing the inclinations of A and B to realize one of the four goal-setting processes in a 4×4 matrix leads to the interaction matrix. It shows that individual goal-setting processes predetermine and limit the available modes of coexistence, i.e. cause certain patterns of interactions. Practical implications – The interaction matrix can be applied to all interactions between persons, groups and social units generally. Originality/value – The paper introduces a theoretical framework covering all options of goal-orientated behavior. It explains the interrelation between individual goal-setting of persons and systems and the resulting behavioral options in interactions. It is applicable to all behavioral sciences.

Longitudinal effects of goal orientation on goal setting and performance

2009 ◽  
Author(s):  
Meng Uoy Taing ◽  
Tiffany Smith ◽  
Neha Singla ◽  
Russell E. Johnson ◽  
Chu-Hsiang Chang ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Goal Setting ◽  
Longitudinal Effects ◽  
And Performance
Sign in / Sign up

Export Citation Format

Share Document