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

For over a century, the enigmatic nature of narcissism has been the source of debate across psychological, sociological, and developmental domains. Although much has been written in recent years about narcissism as a generational phenomenon, referencing data collected from university undergraduates, there is little to no applied research and discussion into the implications for teaching and learning with respect to the reciprocal interactions between narcissistic students and traditional undergraduate education. Recognizing this paucity in the literature, the manuscripts within this dissertation draw theoretical and empirical connections between narcissism and learning, highlighting significant relationships between narcissism as a dispositional construct and achievement goal orientation. Through the development of a theoretical Triarchic Model of Dispositional Narcissism and the empirical exploration of its viability, this dissertation is written in accordance with sentiments that suggest educational psychologists seek to improve learning through a more comprehensive recognition of the variables that contribute to cognitive processes. The theoretical design, research, and interpretations within this dissertation seek to provide a heuristic through which educators may develop proactive, interventive instructional models and pedagogies that will encourage all students to improve their learning by engaging in strategies that lead to deeper cognitive and metacognitive processing. / Ph. D.

Over the past 28 years, as a human resource (HR) professional, I observed much writing and research on the need for the HR function to focus more on strategic outcomes and less on administration (Lawlerand Boudreau, 2012; OPM, 1999; PPS, 2010; Ulrich 1997). The shift in focus from administrative to strategic has been slow, demonstrated by the fact that from 1995 to 2010 the HR function appears to have has not changed how it allocates its time, has not increased focus on strategic outcomes, and is not engaging in higher value-added activities (Lawler and Boudreau, 2012). Absent from the literature is research on why the members of the HR function have been slow to embrace and demonstrate a strategic HR role (Beer, 1997; Lawler and Boudreau, 2012, OPM, 1999). This study was designed to address this knowledge gap by exploring the relationship between creativity and goal orientation and demonstration of strategic HR competencies based on self-assessed competencies. Understanding these constructs and their relationship to the demonstration of strategic HR competencies can inform the nature of interventions, to include selection, certification, training and development, to facilitate the movement of the HR function from an administrative to a strategic focus. Perceptions about creativity, goal orientation, and demonstration of strategic HR competencies were solicited from Department of Defense, Department of the Army civilian HR professionals. Correlational and multiple regression analyses were used to explore creativity and goal orientation and their relation to the demonstration of strategic HR competencies. Results showed that 17% of the variance in demonstrated strategic HR competencies was explained by creativity and a learning goal orientation, both characteristics of the individual HR professionals. After controlling for pay grade, these predictors still explained 13% of the variance in the self-assessed demonstration of strategic HR competencies. Suggestions for future research include replicating this study with a larger, diverse, randomized sample to validate and expand the findings of this study in terms of affects and generalizations. In addition, research exploring the work environment in organizations that have successfully made the transition from an administrative to a strategic focus. / Ph. D.

No description available.

Social agents in the youth sport domain (coaches, parents, and peers) play a crucial role in developing the motivational approaches of youth sport athletes. One theory which has been useful in explaining the important role of such social agents has been Achievement Goal Theory (Nicholls, 1989). Specifically, Achievement Goal Theory was used to delineate various peer behaviors as being task-involving (Ntoumanis & Vazou, 2005) and was used to predict subsequent relationships relationship between the task-involving motivational-climate created by teammates and athletes’ mastery goal orientations and self-esteem, sport competence, enjoyment, and intention to continue playing sport. Participants were 405 boys aged 12-15 years. Using structural equation modeling, an exploratory analysis and confirmatory analysis revealed that higher levels of task-involving behaviors from peers predicted mastery goal orientation. Participants with higher mastery goal orientation reported greater sport competence, self-esteem, and more enjoyment; enjoyment was the strongest predictor of intention to continue. These findings both emphasize the importance of peer relationships within sport on a variety of motivationally and psychologically salient outcomes and provide direction for the development of training programs targeted to create positive and healthy sport experiences.

<p>The purpose of the study was two fold: a) to develop and to test the Perceived Health & Exercise Participation Profile (PH&EPP); b) to examine the relationship between exercisers’ perceived health, goal orientation, physical self perception and exercise satisfaction. The sample consists of 126 exercisers (43 Male, 83 Female with mean age 35.6 ± 9). The study included a new questionnaire - the Perceived Health & Exercise Participation Profile (PH&EPP) and three other instruments: 1) Physical Self-Perception Profile (PSPP); 2)Task & Ego orientation in Sport Questionnaire (TEOSQ); and 3) Rosenberg's Self-Esteem (RSE) Scale. The data were analyzed through SPSS 13.0 using Alpha coefficient, test-rest reliability, bivariate correlation and analysis of variance (ANOVA). Cronbach’s Alpha was satisfied </p><p>( .70) at 5 of 6 subscales. The test-retest reliability reached to significant level (ranging from .43 to .76) for all subscales. The majority of PH&EPP’s subscales reached to significant correlations except Health and Exercise as Life Values. The Satisfaction with Health and Exercise Participation reached to significant correlations with all PSPP’s subscales, Task goal orientation, and RSE except Ego goal orientation. The Perception of Exercisers obtained significant correlations at 3 of 5 PSPP’s subscales. Exercisers indicated more task goal orientation than ego goal orientation. The results are discussed from the point of view of the Perceived Health and Sport/Exercise Participation model.</p>

<p>Both positive and negative effects of exercise participation on health are shown in the literature. However, exercisers’ perceived health is still unexplored from this two-line influence perspective. The Perceived Health and Sport/Exercise Participation model (PHS/EP) served as theoretical framework for the study that aimed at testing the Perceived Health and Exercise Participation Profile (PHEPP) Questionnaire and examining factors involved in exercisers’ tendencies towards healthy versus unhealthy exercise participation and their association with perceived health, exercise satisfaction, goal orientation, self-esteem and physical self-perception. A package of four instruments was completed by 148 exercisers. The healthy tendency of exercise participation represented in the PHS/EP model was supported by the results obtained, whereas the unhealthy tendency needs further investigation and some related changes in the PHEPP questionnaire. Regression analyses confirmed some relationships between the PHS/EP model and established concepts such as goal orientation, self-esteem and physical self-perception dimensions. The results are discussed with reference to previous research and the PHS/EP model.</p>

<p> </p><p>Det huvudsakliga syftet med mitt examensarbete var att undersöka hur elever i årskurs 7 resonerar kring sitt deltagande på idrottslektionerna, deras motiv huruvida de väljer att avstå eller delta i undervisningen. Min undersökning bygger på kvalitativa intervjuer, där eleverna intervjuats i frågor rörande förväntningar, olika slags motivation, kommunikation och relationer. Jag har studerat och jämfört likheter och skillnader mellan elevernas motiv. Studien visar på få skillnader i motiven men desto fler likheter. Resultatet pekar på att aktiviteterna, deras nivå och kommunikationen mellan lärare- elev och elev- elev är en väsentlig grund för elevernas deltagande. Vidare visar det sig att eleverna är hälsomedvetna och att denna medvetenhet bidrar till rörelse på lektionerna. De faktorer eleverna beskrev som anledningar att sitta vid sidan om var bland annat sjukdom och skador. Eleverna visar dock ett allmänt genuint intresse för att vara fysiskt aktiva då de sysselsätter sig med andra fysiska aktiviteter, även om de inte deltar i den obligatoriska idrottsundervisningen.</p><p> </p> / <p> </p><p>The main purpose with this study was to investigate the motivational behavior of pupils in an elementary school, with respect to whether they participate in the PE class or not. The study is based on interviews, where I have asked the pupils questions concerning expectations, external and internal motivation, communication and relationships. Afterwards I made comparisons on likeliness and differences in their answers, where patterns were discovered. The study shows a small amount of differences and a larger set of likeliness on their purposes to attend or not attend PE. The result indicates that the activities, their level and the teacher-pupil and pupil- pupil communication are the most important reasons to participate. Moreover it is shown that pupils that are aware of their health and this awareness promotes movement. Illness and injuries were described as the main factors to step aside and not participate. The pupils show a genuine interest about physical activities in general, as they keep themselves occupied with other physical activities, even though they’re not participating in the compulsory PE class.</p>

The objective of my dissertation work was to provide a better understanding of consumer choices related to these two important tradeoffs that consumers are often confronted with in the marketplace. Drawing upon regulatory focus theory, I investigated how consumers choose between price and quality or price and quantity, in each of two essays, thereby shedding light on the role of consumer goals in purchase decisions. In the first essay, I propose that quality is predominantly a promotion feature whereas price is predominantly a prevention feature. Therefore, promotion oriented consumers should be more attentive to differences in product quality whereas prevention oriented consumers should be more attentive to differences in product price. Three studies demonstrate that quality (price) is more strongly associated with a promotion (prevention) orientation, that promotion (prevention) oriented consumers prefer products with higher quality (cheaper prices), and that these preferences are mitigated when consumers do not need to prioritize between price and quality and are mediated by relative attention to quality versus price. In the second essay, I investigate the manner in which consumers' goal orientations affect their preferences for monetary versus nonmonetary promotional offers, such as bonus packs and price discounts. I propose that consumers with a promotion (vs. prevention) orientation are more likely to prefer a bonus pack offer over an economically equivalent price discount offer. Two pretests and one study provide empirical support for this key prediction. I also identify theoretically defensible and managerially actionable boundary conditions for this effect that are related to price levels and product types.

The purpose of the study was two fold: a) to develop and to test the Perceived Health & Exercise Participation Profile (PH&EPP); b) to examine the relationship between exercisers’ perceived health, goal orientation, physical self perception and exercise satisfaction. The sample consists of 126 exercisers (43 Male, 83 Female with mean age 35.6 ± 9). The study included a new questionnaire - the Perceived Health & Exercise Participation Profile (PH&EPP) and three other instruments: 1) Physical Self-Perception Profile (PSPP); 2)Task & Ego orientation in Sport Questionnaire (TEOSQ); and 3) Rosenberg's Self-Esteem (RSE) Scale. The data were analyzed through SPSS 13.0 using Alpha coefficient, test-rest reliability, bivariate correlation and analysis of variance (ANOVA). Cronbach’s Alpha was satisfied ( .70) at 5 of 6 subscales. The test-retest reliability reached to significant level (ranging from .43 to .76) for all subscales. The majority of PH&EPP’s subscales reached to significant correlations except Health and Exercise as Life Values. The Satisfaction with Health and Exercise Participation reached to significant correlations with all PSPP’s subscales, Task goal orientation, and RSE except Ego goal orientation. The Perception of Exercisers obtained significant correlations at 3 of 5 PSPP’s subscales. Exercisers indicated more task goal orientation than ego goal orientation. The results are discussed from the point of view of the Perceived Health and Sport/Exercise Participation model.