Thesis (Ph. D.)--Ohio State University, 1981. / Includes vita. Includes bibliographical references (leaves 126-141). Available online via OhioLINK's ETD Center.

After failure at a goal, people have a variety of options for what to do next, including persistence at the goal or substituting it for a different goal. This thesis introduces a model of goal fungibility, which addresses individual differences in people’s general tendencies to persist or substitute after goal failure. It hypothesizes that promotion-focused individuals, who construe goals as ideals, should be more willing to substitute goals after failure, whereas prevention-focused individuals, who construe goals as duties, should instead be more likely to persist at the same goal. After describing the model, several possible moderators are examined, and implications for other areas of research are explored.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 91-96). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 41-42). Also available online.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

After failure at a goal, people have a variety of options for what to do next, including persistence at the goal or substituting it for a different goal. This thesis introduces a model of goal fungibility, which addresses individual differences in people’s general tendencies to persist or substitute after goal failure. It hypothesizes that promotion-focused individuals, who construe goals as ideals, should be more willing to substitute goals after failure, whereas prevention-focused individuals, who construe goals as duties, should instead be more likely to persist at the same goal. After describing the model, several possible moderators are examined, and implications for other areas of research are explored.

No description available.

Understanding how consumers evaluate products is of great interest to market researchers. Different approaches focus on how consumers compare, combine or process attributes (Bettman, Luce and Payne 1998, 2008; Chen and Chaiken 1999; Cohen, Fishbein and Ahtola 1972). While attribute evaluation is clearly central to these approaches, what makes particular product attributes influential to consumers’ overall evaluation of the product is not entirely clear. One of the central goals of the current work is to examine why certain product attributes are appealing or unappealing, and to explore the implications of this for product evaluation research, including work on choice and persuasion, and more focused investigations on the role of trivial attributes. I structure this framework around two broad issues: First, I suggest that product evaluation is based on an attribute’s ability to fulfill a particular goal. Furthermore, I examine the specific processes by which activated goals influence the role of product features on the evaluation of the product itself. Specifically, I suggest that goals are more likely to influence the impact of product attributes on product evaluation when goals are activated and perceived to fit with the product. Second, I focus on three product related features within the consumption environment that are likely to activate certain goals, especially extra-consumption goals (i.e. goals that are not directly relevant to the function of the product, but that may nevertheless exert an important influence on product evaluation). Those aspects include the context in which the product is evaluated (e.g. choosing between multiple products versus evaluating an individual product), product category associations (e.g. fair trade and coffee), and even specific features of the product being evaluated (e.g. shampoo with “eco-friendly” ingredients). These aspects can activate goals that influence the role of the product’s specific features on overall evaluation. / Thesis (Ph.D, Management) -- Queen's University, 2010-11-29 16:55:13.751

The purpose of the present study was to determine whether the implementation of a team goal setting program increased perceptions of cohesion. The participants came from eight female high school senior basketball teams from the Montreal region. A team goal setting intervention program was implemented over the course of the regular season with four teams. The remaining four teams were placed into the no-treatment control condition. Each participant completed a questionnaire that assessed cohesion within the first four weeks of the competitive season and at the end of the season. Results showed that participants in the team goal setting condition did not significantly increase perceptions of cohesion. However, athletes in the control condition significantly perceived a decrease in cohesion from the start of the season to the end of the season. The team goal setting intervention appeared to keep cohesion levels from decreasing throughout the season. Practical implications are discussed.