The empirical literature on goal orientation is ambiguous in relation to the supposed effects of performance goal orientation (PGO) on goal setting and performance. In an attempt to clear up this issue it was hypothesized based on Carol Dweck's (1989) theoretical framework that dispositional performance goal orientation would interact with self-efficacy in their effect on level of self-set goal and performance, such that the relationship between PGO and goals (and performance) would be positive for individuals high on self-efficacy, while negative for individuals low on self-efficacy. Furthermore it was predicted that learning goal orientation would be positively related to both goals and performance. In both cases it was predicted that goals would serve as a mediator between the goal orientations and performance. The hypotheses were tested using a diverse sample (N = 146) of Icelandic job applicants on their way to a job interview. No support for the hypotheses was found. Potential causes for the non-findings are identified and analyzed and the status of the goal orientation construct is discussed. / Master of Science

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.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

No description available.

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.

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

No description available.

Thesis (M.S.)--Boston University

Implementation intentions are defined as "if-then" plans specifying when, where, and how to conduct a goal-directed behavior, and have been found to be influential in facilitating goal pursuit. The underlying mechanisms of implementation intention effects are the heightened activation of the situational cues and the association between these cues and the corresponding reactions. Implementation intentions automatize the detection of environmental cues and the initiation of the corresponding behavior. Whether such automaticity of implementation intentions causes rigid behavior is the central issue concerned in the present studies. / In the first part of the thesis, three experimental studies investigated whether implementation intentions would interfere with the detection of and responses to alternative goal-related cues, and whether such effects would be moderated by the ambiguity between the cues specified in implementation intentions and the unplanned cues. I found that implementation intentions interfered with the detection of the alternative cues. I also found an unexpected effect of cue ambiguity, which indicated that implementation intentions would hinder not only the performance on the unplanned cues, but also the performance on the specified cues when there was a high level of ambiguity between these two categories of cues. / In the second part of the thesis, two experimental and two field studies investigated the effects of implementation intentions in multiple-goal settings. Despite the vast differences in design, the four studies on the effects of implementation intentions in multiple-goal settings consistently support the hypothesis that implementation intentions would interact with goal conflict in influencing the performance on the alternative goal (i.e., the goal being pursued simultaneously with the focal goal which has been furnished with implementation intentions). Results consistently revealed that the pursuit of the alternative goal was hampered by implementation intentions on the focal goal when these goals were in conflict, but was unaffected or even facilitated when no goal conflicts were involved. Implications of the results from these two sets of studies for the use of alternative means to reach a goal and the pursuit of multiple goals are discussed. / Zhang, Hong. / Adviser: Darius Chan. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 86-95). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.