Crossing back over the Rubicon: Collectivistic value orientation and independent self-concept jointly promote effective goal revision in task groups

When the ultimate goal of the group is found to be unattainable via the chosen means (i.e., a subgoal), effective goal management requires group members to disengage from that failing subgoal and reengage with a feasible alternative. The present study investigated the combined role of group members’ value orientation and their self-concept in collective goal revision in task groups. In a laboratory experiment involving 55 three-person groups, we induced either a collectivistic or individualistic value orientation and made salient either an independent or interdependent self-concept. As expected, groups that combined a collectivistic value orientation and an independent self-concept were less likely to be entrapped in a failing subgoal and more likely to reengage with the ultimate group goal via an available alternative. Also as expected, this effect was mediated by the degree of goal-related reflection among the members during group interaction. Implications of these findings and directions for future research are discussed.

Goal Setting, Information, and Goal Revision: A Field Experiment

People typically set goals in settings where they cannot be sure of how they will perform, but where their performance is revealed to them in parts over time. When part of the uncertainty is resolved, initial goals may have turned out to be unrealistic and hence they no longer work as a motivation device. Revising goals may increase performance by making goals realistic, but may also adversely affect performance through reduced goal commitment. We study the effects of motivating university students to set goals and inviting them to revise their goals later, using a field experiment involving nearly 2,100 students. We use courses containing two midterms and a final exam, where midterms reduce uncertainty about students’ potential performance. We find that motivating students to set goals does not affect performance on average. Students with midterm grades lower than their goal, decrease their performance. This effect is driven by students who were motivated to set goals without being made aware that they can revise their goals later. This finding may help explain why the evidence of the effectiveness of goals on study performance is mixed.

The proximal interphalangeal joint: arthritis and deformity

Finger joints are of the most common site of osteoarthritis and include the DIP, PIP and the thumb saddle joint. Joint arthroplasty provides the best functional outcome for painful destroyed PIP joints, including the index finger. Adequate bone stock and functional tendons are required for a successful PIP joint replacement Fixed swan-neck and boutonnière deformity are better served with PIP arthrodesis rather than arthroplasty. Silicone implants are the gold standard in terms of implant choice. Newer two-component joints may have potential to correct lateral deformities and improve lateral stability. Different surgical approaches are used for PIP joint implant arthroplasty according to the needs and the experience of the surgeon. Post-operative rehabilitation is as critical as the surgical procedure. Early protected motion is a treatment goal. Revision and exchange PIP arthroplasty may successfully be used to treat chronic pain, but will not correct deformity. Cite this article: EFORT Open Rev 2019;4 DOI: 10.1302/2058-5241.4.180042

Parent Coping With Adolescent Trichotillomania

Adolescents who struggle with trichotillomania (TTM; hairpulling disorder) are not alone, their parents also struggle. The focus of this qualitative study was to identify what parents ( N = 30) perceive as stressful about parenting an adolescent with TTM and how they cope with these stressors. Parents described uncertainty about the course of the disorder and powerlessness in the ability to protect their adolescent from the reactions of others or assist them in curtailing the hairpulling as very distressing. Data analysis revealed eight coping strategies used to manage these stressors and the accompanying grief: (a) information gathering, (b) anticipatory guidance, (c) crying, (d) hypervigilance, (e) gaining emotional support from others, (f) acceptance, (g) goal revision, and (h) guiding rather than protecting their adolescent. The study findings can be used by school nurses to gain a deeper understanding of this disorder and to provide family-centered care in the school setting.

MBA program enrolment as a catalyst for boundaryless career goals (part two)

Purpose – Further investigation of the thoughts and attitudes contributing to the voluntary pursuit of an MBA degree and career change is necessary to better understand career motivations and to satisfy career goals. The purpose of this two-part paper is to achieve this objective. Design/methodology/approach – Factors contributing to the cognitive decision to enroll in an MBA program and the subsequent impact of self-discovery gained upon program entry on career strategy were explored using a 32-question survey based on empirical research findings. Findings – Part-time and full-time MBA students exhibited differences in decision criteria applied for MBA program entry. Following program enrollment, opportunities for career growth led to upward goal revision and increasingly focussed goals. Research limitations/implications – Participation was potentially limited by survey distribution during a demanding academic period where many project reports and group presentations were due. A single MBA program in the downtown Montreal area may not be representative all programs in the population. Practical implications – Anchoring individual career identity and social identity has become increasingly complex as employers in many industries undergo continuous transformational change. Social implications – Integration within the work environment of identified career roles requires additional attention to validate an individual's strategic career efforts. Originality/value – Surveying MBA candidates about career decisions and goal-revision allows for a valuable “snapshot” of career evolution over time. By promoting increased self-awareness, applied knowledge gained through MBA program activities acts as a catalyst for self-efficacy beliefs which results in upward distal goal-revision or increased goal focus.