Management pressure has been increasing for most companies due to fierce competition from the same industry and rapid changes and complexities in the larger context. To survive the competition and ensure sustainable management, the introduction of organization yearly performance management system is necessary. It allows a company to clarify its overall yearly goals and to extend them to individual employees according to departmental functions, linking the goals of the company, its departments, and its individual employees together. The present study takes a semiconductor packaging assembly company as case study and analyzes the factors influencing its yearly performance management system. The study first conducts a literature review, delineating the theoretical bases and results of related literature, in order to establish the theoretical model for this research. It then provides the research hypothesis based on the case company, which will be tested by analyzing the data collected from questionnaires using SPSS. Questionnaires are designed according to the four hypothesized indices of the case company: the supervisors¡¦ recognition of the function of yearly performance management, departmental yearly goals not linked with the company¡¦s yearly goals, routine management functions not synchronized with performance goals, and information system. SPSS testing shows that the Cronbach¡¦s £\ is all higher than 0.7, indicating a high reliability of scale, in other words, high conformity. The research results demonstrate that: 1. Mean and standard deviation analysis shows that different levels of supervisors in the case company have conformed recognition regarding the influence of the four indices on the organization¡¦s yearly performance. 2. Correlation analysis of the four hypothesized indices shows that they are highly correlated. This study evaluates the turnover and gross profit of the past three years from the case company based on the four indices that influence its yearly performance management system and finds that there is much room for improvement. Therefore, the four indices still have considerable influence with regard to a company¡¦s administration of performance management.

The social cognitive theory of Depression proposed by Rothbaum et al. (2008) integrates theory originating from the motivation, cognitive and rumination literature. Following stressors, those with vulnerable self-beliefs are predicted to adopt performance goals that aim to avoid threats to self-worth, necessitating protective mechanisms like rumination. Both the goals themselves and rumination serve to protect self-worth but are proposed to have depressogenic consequences. This theory, combined with literature on contingent self-worth and trait rumination in depression, led to an elaborated social cognitive model whereby rumination mediates the relationship between goal orientation and depression. The current study aimed to test this model. Seventy two healthy participants participated in an experimental manipulation of goal orientation prior to a difficult anagram task and rated their sadness, anxiety, and state rumination following a stressor and during a subsequent sustained attention task. The results suggested many of the hypotheses about condition differences were not supported and this may have been due to an unsuccessful task goal manipulation. However extrinsic contingent self-worth based on other’s approval was found to moderate the effect of goal orientation on task based depressive affect and rumination. For those reporting high contingent self-worth based on other’s approval, cuing a performance goal was related to significantly higher sadness and rumination following a stressor than cuing mastery goal. Findings suggest that therapy specifically focusing on assessing extrinsic contingent self-worth and associated vulnerable self-beliefs, and encouraging the adoption of mastery goals may be therapeutically beneficial in making people less reactive to stressful life events.

The present study investigated the effects of different goal and feedback conditions on performance of a basketball field goal shooting task and a more complex one-on-one offensive basketball task. Subjects (N = 100) were matched, based on pre-test performance, into one of five conditions: competitive goal, cooperative goal, mastery goal, "do your best" with feedback, and "do your best" without feedback. Results indicated the competitive group was significantly better than the "do your best" without feedback group in one-on-one performance. No other between group differences were significant, although some consistent group trends were present. Subjects' goal orientations were not related to performance in specific goal conditions, with the exception of mastery oriented subjects in the mastery goal condition.

The aim of this study was twofold: first, to investigate the effect of grade level on students&rsquo / motivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students&rsquo / motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students&rsquo / motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders&rsquo / motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.

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