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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

An emotional approach to achievement goal theory : the role of emotion and goal orientation in response to failure and success

Ross, Shelley Paige 10 April 2008 (has links)
No description available.

Considering emotion regulation and responses to failure and success

Van Winkel, Lia. 10 April 2008 (has links)
No description available.

Goal pursuit: a longitudinal study. / Goal pursuit

January 2004 (has links)
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

The effectiveness of a team goal setting program on cohesion in sport /

Senécal, Julie. January 2006 (has links)
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.

Increasing physical activity in insufficiently active individuals through goal setting and pedometer assessment

Rejc, James M. January 2007 (has links)
Lack of physical activity in America is a major issue contributing to an increase in the prevalence of overweight and obese individuals. Goal setting and pedometers can be used to increase physical activity in inactive individuals. The primary purpose of the study was to investigate if inactive individuals can increase their physical activity by 2,000steps/day for 12 weeks with the use of pedometers and goal setting and examine if these motivational tools can help inactive individuals adhere to a long term increase in physical activity. Secondary purposes were to assess any changes in body composition, and blood pressure upon completion of the physical activity intervention and at follow-up and to investigate changes in self efficacy scores throughout the study.Pedometer measured physical activity (steps) was assessed at baseline, weekly during the 12 week physical activity intervention, and at the 24 week follow up. For the 12 week intervention, participants were asked to increase their physical activity by 2,000 steps/day from their baseline physical activity assessment. At each time frame, body composition,blood pressure and self —efficacy measurements were obtained.Thirty eight subjects (10 men, 28 women) started the study with 19 subjects (5 men, 14 women) completing the 12 week physical activity intervention. Fifty percent of participants completed (i.e., were compliant) the present study. However, only 6 individuals were capable of attaining their step goal for 75% of the 12 week (i.e., 9 of 12 weeks) physical activity intervention. Mean steps/day significantly increased from baseline to 12 weeks in individuals participating in the study. Following the physical activity intervention to the 24 week follow-up, mean steps/day significantly decreased. Significant improvements were found in weight, body mass index (BMI), body fat percentage, and waist circumference from baseline to 12 weeks. A significant decrease was found from baseline to 24 weeks in the resisting relapse questions (i.e., questions 1-5) on the exercise self efficacy questionnaire.In conclusion, these results demonstrated that the majority of individuals in the present study were not capable of increasing their physical activity by 2,000 steps/day through the use of goal setting with a pedometer. Individuals who do increase their physical activity experience improvements in body composition measurements. Therefore, more motivational tools should be investigated to increase physical activity. / School of Physical Education, Sport, and Exercise Science

How goal orientations and learning environments are related to beliefsin effort-ability relationship

張敏彤, Cheung, Man-tung, Eva. January 2008 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The effects of self-chosen and assigned implementation intentions on goal completion

Ng, Pak-hung, David., 伍柏鴻. January 2010 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The effects of goal specificity, goal difficulty, and task complexity on performance

Berman, Harvey Gerson 12 1900 (has links)
No description available.


MACE, F. CHARLES. January 1983 (has links)
Three theoretical models explaining reactivity in self-monitoring were examined including one cognitive-behavioral and two operant views. Each theoretical account was represented by the following self-monitoring conditions: (1) self-monitoring (Rachlin-operant recording response model), (2) self-monitoring and goal setting (Kanfer-cognitive-mediational model), (3) self-monitoring, goal setting and self-reinforcement (Nelson and Hayes-multiple cueing stimuli model), (4) goal setting and self-reinforcement (Kanfer-cognitive-mediational model), and (5) training only. The comparative effects of the five self-monitoring conditions on the dependent measure, verbal nonfluencies, were evaluated using a repeated measures analysis of covariance design with the pretest as covariate. Results of the study indicated that self-monitoring conditions containing a self-reinforcement component (i.e., conditions 3 and 4) produced the greatest reactivity. Moreover, the presence of reinforcement appeared to positively influence whether subjects reached their individually set goals for reducing nonfluencies. The vast majority of self-reported cognitions associated with the occurrence of the target behavior were independently judged to be neutral rather than self-reinforcing or self-punishing. The implications of this study for the role of external versus covert forms of reinforcement were discussed as well as the use of this technique in clinical practice.

The role of goal orientations in text-based learning

Chasteauneuf, Colin. 10 April 2008 (has links)
No description available.

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