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Hui Heung-Hung, Natalie. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 36-46). / Abstracts in English and Chinese. / Abstract / English version --- p.v / Chinese version --- p.vi / Chapter Chapter 1: --- Introduction / Psychology of Goal Pursuit --- p.1 / The ABC Model of Goal Pursuit --- p.1-2 / Positive and Negative Affects --- p.2-3 / Goal Pursuit Behavior --- p.3-4 / Goal Importance --- p.4-5 / Personal and Social Goal Pursuits --- p.5-6 / Roles of Self-Regulation and Perceived Self-Efficacy --- p.6-7 / The Present Study --- p.7-8 / Chapter Chapter 2: --- Method / Participants --- p.9 / Measures --- p.9-11 / Procedure --- p.11-12 / Data Analyses --- p.12-16 / Chapter Chapter 3: --- Results / Descriptive Statistics and Correlations among Study Variables --- p.17-18 / Test of Concurrent Models --- p.18-21 / Test of Time-lagged Models --- p.21-24 / Individual Level of Analyses --- p.24-26 / Role of Personal and Social Goal Pursuit Progress Satisfactions in Subjective Weil-Being --- p.27 / Chapter Chapter 4: --- Discussion / Empirical Support for the ABC Model of Goal Pursuit --- p.28-30 / Personal vs. Social Goal Pursuit --- p.30 / Mechanisms --- p.30-32 / Psychological Outcomes: Subjective Weil-Being --- p.32-34 / Personality Moderators --- p.34-35 / Future Research --- p.35-36 / Conclusion --- p.36-37

Thesis (Ph. D.)--University of Wisconsin--Madison, 1982. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 357-362).

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国立情報学研究所で電子化したコンテンツを使用している。

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The present study set out to examine the role of learning and performance goal orientation on goal setting and self-efficacy. More specially, the present study attempted to verify the results of the effects of learning goal orientation and to clarify the role of performance goal orientation. In addition, the role of self-efficacy and the possibility of an interaction between learning goal orientation and performance goal orientation were also examined. While the present study did not find a significant impact of dispositional goal orientation on any motivational variables examined, relatively strong support was found for the impact of situational learning and performance goal orientation on both goal choice and self-efficacy. As expected, learning goal orientation was a predictor of goal choice and self-efficacy, in that individuals who display a strong learning goal orientation set higher goals and demonstrate increased levels of self-efficacy. Contrary to past research, performance goal orientation was found to be an extremely strong, positive predictor of both goal choice and self-efficacy. The presence of this positive relationship could indicate the possibility of a potential task moderator. Although strong support was found for the independent effects of goal orientation on goal choice and self-efficacy, partial mediation by self-efficacy of learning goal orientation and goal choice was not found. Similarly, the results obtained in the present study did not provide evidence of an interaction between the two goal orientation dimensions in predicting either goal choice or self-efficacy. Taken as a whole, the present study does provide support for the importance of learning and performance goal orientation in the formation of self-set goals and one's level of self-efficacy. / Master of Science

In this dissertation, I investigate how differences in the manner via which individuals pursue goals (judging effort from outcome or outcome from effort) influences expectations (effort vs. outcome). In particular, I focus on the role of self-efficacy, and show that when individuals focus on outcomes, they take self-efficacy into consideration when assessing how much effort is needed. However, when focusing on effort, individuals do not take self-efficacy into consideration when making judgments of outcomes. Thus, I find that irrespective of differences in self-efficacy, individuals expect similar outcomes when effort invested is the same. I report findings from six studies, and discuss theoretical and managerial implications. / Ph. D.