Relationship of goal level to valence and instrumentality.

Eight experiments were conducted to explore the relationships between goal level, valence, and instrumentality. Valence, measured in terms of anticipated satisfaction across a range of performance levels, was strongly but negatively related to goal level. This finding was explained by showing that low goals entail using less stringent standards for self-evaluation than do high goals. Instrumentality was positively associated with goal level. Ss believed that trying for hard goals would be more likely to give them a sense of achievement, develop their skills, and prove them competent than would trying for easy goals. Ss also believed that high goals would lead to more practical (job and life) benefits, as well as more pride and self-respect, than would low goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of learning goal difficulty level and cognitive ability on performance.

The relationship between the difficulty level of a learning goal and a person's (N = 146) performance on a task that required the acquisition of knowledge to perform effectively was examined. Multiple hierarchical regression analysis revealed that the higher the learning goal, the higher the person's performance. Cognitive ability and goal commitment also positively affected performance. The results showed that the person's cognitive ability moderated the learning goal-performance relationship. Contrary to previous research findings on performance goals for tasks that are straightforward for people, the performance of individuals lower in cognitive ability was more positively affected by the setting of a difficult learning goal than was the case for people higher in cognitive ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of goal acceptance on the relationship of goal difficulty to performance.

Tested the hypotheses that goal acceptance moderates the relationship of goal difficulty to task performance as follows: (a) The relationship is positive and linear for accepted goals; (b) it is negative and linear if the goal is rejected; and thus, (c) slope reversal from positively to negatively linear relationships is associated with transition from positive to negative values of goal acceptance. The experiment was a within-S design, allowing for high variance in acceptance, with technicians and engineers (21–50 yrs of age) divided at random into a 2-phase experimental condition (n?=?104) with specific goal difficulty gradually increasing from Trial 1 to 7 and a control group (n?=?36) with the general instructions to "do your best." Instructions for Phase 2 differed from Phase 1 in that Ss were instructed to reassess their acceptance of difficult goals. The task consisted of determining, within 2-min trials, how many digits or letters in a row were the same as the circled one to the left of each row. Results support the hypotheses. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of goal level on performance: A trade-off of quantity and quality.

Conducted 6 experiments with a total of 338 undergraduates to determine the existence of a linear effect of goal level on performance. Exp I failed to replicate such an effect with a standard addition task. Exps II–IV did replicate a goal effect with several "creativity" tasks; the higher the goal, the more responses given. The quality of responses also changed as a systematic function of the goal level, with higher goal levels producing responses that were farther from ideal, in Euclidean distance. Exp V showed the same effect, using selection of geometric figures from a fixed set with systematically varied properties. In Exp VI, the addition task was changed to estimation of sums, to permit qualitative variations in response. Under these conditions, both quantity and quality of response changed as a function of goal level, as predicted. A cognitive theory is offered in place of the previous motivational theories: The goal level defines the task for the S and induces a systematic trade-off of the quantitative and qualitative aspects of responses. Extensions into related work that can also be seen as quantity–quality trade-offs are discussed. (French summary) (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of goal instability to self-directed and interactional career counseling workshops.

46 female and 23 male career clients at a university counseling center were divided into groups representing 3 levels of goal instability and randomly placed into either self-directed or interactional career workshops. Changes in levels of career maturity and career exploration behavior were tested using a 2?×?3 analysis of covariance (ANCOVA) and controlling for pregroup levels and sex. Interaction effects were found for both career maturity and career exploration variables, such that those Ss with high goal instability performed better in interactional than in self-directed workshops, whereas Ss with low instability performed the same regardless of workshop type. An unexpected finding was that Ss preferred the interactional workshops regardless of goal instability level, suggesting that use of self-disclosure and leader modeling may boost the effects of an otherwise information-oriented intervention. Results support the importance of matching client attributes with treatments and the utility of a psychology of self-perspective in understanding career development behavior. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived performance norm as a mediator in the effect of assigned goal on personal goal and task performance.

We conducted two experiments to test the hypothesis that assigned goals affect personal goals and task performance, in part, by providing normative information about the task. Normative information inferred from the goal was expected to influence performance expectancy and performance valence, which, in turn, would affect personal goal and, ultimately, performance. In Experiment 1, 60 undergraduate students were assigned performance goals of varying difficulty on a brainstorming task, and measures of perceived norm, performance expectancy, performance valence, personal goal, and task performance were obtained. Results of analyses of covariance and path analysis were generally consistent with the proposed cognitive mediation model. In Experiment 2, information about the performance norm was manipulated independently of goal difficulty for 135 undergraduates working on the same brainstorming task. Results of similar analyses revealed that (a) the effects of goal difficulty observed in Experiment 1 were attenuated by the presentation of normative information and (b) performance norm had significant effects on all of the dependent variables. The findings have implications for the integration of motivation theories and for the use of goal setting as a motivational technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation between foremen's leadership attitudes and the skill level of their work groups.

Studied the relation between foremen's leadership attitudes, as measured by the Leadership Opinion Questionnaire, and the skill level of their work groups. Ss were 243 foremen and 66 general foremen in a manufacturing plant. Results indicate that the skill level of the foremen's work group was significantly related (p     

Motivations to work and organizational performance.

Measures of 3 types of motivation to work were related to 2 criteria of job performance, both of which reflect the degree to which the organization has rewarded individual behaviors. In the white-collar sample (N = 1047), composed largely of technical personnel, low performers were motivated primarily by the social environment of the job and, to a lesser extent, by the opportunity of gaining recognition through advancement; few significant relationships were found between intrinsic self-actualizing motivations and job performance. In the blue-collar sample (N = 421), no significant relationships were found between any of the motivational measures and job performance. With advancing age and tenure, work became more meaningful for high performers but less meaningful for low performers, although the importance of the social environment increased for both high and low performers. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality and the goal-striving process: The influence of achievement goal patterns, goal level, and mental focus on performance and enjoyment.

The purpose of this study is to examine the mechanisms by which personality traits influence performance and satisfaction. Specifically, the authors examined how 3 personality characteristics derived from self-determination theory (autonomy, control, and amotivated orientations) influence performance and enjoyment through achievement goal patterns, goal level, and mental focus. Data were collected from 284 students at 5 points in time. In particular, mental focus emerged as an important aspect of the self-regulation process. The results suggest that global personality traits can help researchers to understand and predict the motivational strategies that people use while working toward goals in achievement settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Joint effects of assigned goal level and incentive structure on task performance: A laboratory study.

Tested the effects of goal level and type of incentive system on the task performance of 124 undergraduates in an arithmetic task. The assigned goal level was either easy, moderately difficult, or difficult to reach. ANOVA results supported the hypothesis that in high goal conditions, Ss' performance would be differentially affected by the type of incentive structure. In the piece-rate incentive system, Ss' performance was significantly higher in high goal conditions than in moderate or low goal conditions. Conversely, in the bonus incentive system, performance in high goal conditions was lower than in moderate or low goal conditions. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory performance and beliefs as a function of goal setting and aging.

This research examined the impact of goals on memory and memory beliefs. Older and younger adults completed memory beliefs questionnaires and list recall at baseline. After additional recall trials, the questionnaires were repeated. In Experiment 1, participants were assigned to low challenge or high challenge goals. In Experiment 2, moderate challenge goals were compared to control. In both studies, participants were given a specific goal based on their own performance and received positive feedback for memory gains. Both older and younger adults responded to the goals, showing improved performance across trials, with little change in the control condition. Memory beliefs changed in the moderate and low challenge goal conditions, showing more striking changes for the older groups. These results confirmed that self-regulatory processes related to goal setting can have considerable impact on memory across the adult life span. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Importance of participative goal setting and anticipated rewards on goal difficulty and job performance.

In Study 1, 76 engineers/scientists either participated in the setting of, or were assigned, specific behavioral goals during their performance appraisal. Participative goal setting resulted in more difficult goals being set than was the case when the goals were assigned. Perceptions of goal difficulty, however, were not significantly different in the 2 goal-setting conditions. In Study 2, the analysis of the performance data collected 6 mo later on 132 engineers/scientists revealed main effects for both goal setting and anticipated rewards. Only participative goal setting led to significantly higher performance than a "do your best" and a control group condition. There was no significant difference between the performance of the latter 2 conditions despite the fact that the individuals in the do-your-best group received knowledge of results. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of core self-evaluations to goal setting, motivation, and performance.

A newly developed personality taxonomy suggests that self-esteem, locus of control, generalized self-efficacy, and neuroticism form a broad personality trait termed core self-evaluations. The authors hypothesized that this broad trait is related to motivation and performance. To test this hypothesis, 3 studies were conducted. Study 1 showed that the 4 dispositions loaded on 1 higher order factor. Study 2 demonstrated that the higher order trait was related to task motivation and performance in a laboratory setting. Study 3 showed that the core trait was related to task activity, productivity as measured by sales volume, and the rated performance of insurance agents. Results also revealed that the core self-evaluations trait was related to goal-setting behavior. In addition, when the 4 core traits were investigated as 1 nomological network, they proved to be more consistent predictors of job behaviors than when used in isolation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of goal setting on performance and job satisfaction.

Conducted a field experiment to compare participative, assigned, and no-training (comparison) goal setting groups. 37 sales personnel were trained in participative goal setting, and 41 were trained in assigned goal setting. A 3rd group of 44 served as a comparison unit. Mean age range of Ss was 34.3-36.4 yrs. Measures of 4 performance and 2 satisfaction criteria were collected at 4 data points: baseline (before training), and 6, 9, and 12 mo after training. Analysis of variance and Duncan's multiple-range test results indicate that for at least 9 mo both participative and assigned goal setting Ss were more effective in improving performance and satisfaction. The improvements, however, were generally not found 12 mo after training. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal orientation and goal content as predictors of performance in a training program.

The antecedents and consequences of content goals for 252 participants in a complex skill-training program were examined in a longitudinal study. Using LISREL 8 to test a mediated model, it was found dispositional goal orientation was related to the content of goals that individuals adopted for the training program. Not all content goals were related to training performance; only content goals with a skill improvement focus had a positive relationship with performance. Results provide a richer understanding of the antecedents of content goals and their relationship to performance and have implications for managers and for the administration of training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of job stressors to affective, health, and performance outcomes: A comparison of multiple data sources.

It is widely accepted that job conditions are a causal factor in stress outcomes for employees. This conclusion, however, is based almost entirely on single data source, self-report studies, which demonstrate correlations between environmental perceptions and stress outcomes. This study collected stressor data from two sources, the job incumbent and her supervisor. Convergent and discriminant validities were found for four stressors (autonomy, workload, number of hours worked, and number of people worked for) but not for three others (role ambiguity, constraints, and interpersonal conflict). Correlations were found between perception of stressors and outcomes, the latter including both affective and symptoms. Smaller correlations were found between supervisor reports of stressors and outcomes, the latter including both affective and symptoms. Alternative causal models relevant to these results are discussed. The need for causal research including experimental designs, longitudinal designs, and multiple data sources are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rapid shift in peak melatonin secretion associated with improved performance in short shift work schedule

OBJECTIVE: To describe the changes in the characteristics of human immunodeficiency virus (HIV)-related deaths in children with perinatally acquired infection. METHODS: A retrospective review of all deaths that occurred in HIV-infected children managed at The New York Hospital-Program for Children with AIDS during a 7-year period from January, 1990, to December, 1996. Differences in the characteristics at death between 15 children who died in 1990 and 10 children who died in 1996 were analyzed. RESULTS: Fifty-eight deaths in our cohort of HIV-infected children were identified during the 7-year period. The mean age at death was 4.43 years. Sixty-nine percent of children were black, 55% were male and 94% were receiving Medicaid. The mean weight/age Z score was -3.9 and the mean CD4 index was 0.067 with 65% having <50 CD4 cells/microl at the time of death (TOD). The most common organ/organ systems to be involved at the TOD were lung (78%) and central nervous system (61%). Mycobacterium avium complex (MAC) was the most common isolate at the TOD (26%) followed by Pneumocystis carinii (20%) and Pseudomonas aeruginosa (17%). The leading non-infectious cause of death was cardiac failure (9%). Comparison of the characteristics at the TOD between 1990 and 1996 revealed significant differences in mean age (2.1 vs. 9.2 years, P < 0.0001), mean CD4 count index (0.18 vs. 0.02, P < 0.03), mean number of organ/organ system involvement (3.9 vs. 5.9, P < 0.05), percent receiving antiretroviral therapy (33% vs. 70%, P < 0.02), mean number of years receiving antiretroviral therapy (0.88 vs. 3.86 years, P < 0.01), percent receiving P. carinii pneumonia prophylaxis (27% vs. 100%, P < 0.001), percent receiving MAC prophylaxis/therapy (0% vs. 100%, P < 0.0001), and cause of death from P. carinii pneumonia (53% vs. 0%, P < 0.01). CONCLUSIONS: Compared with children who died in 1990, HIV-infected children who died in 1996 were significantly older, more lymphopenic and more likely to have a greater number of organ system involvements and to have received antiviral therapy and antimicrobial prophylaxis. In 1996 no child died of P. carinii pneumonia. In 1996 MAC and P. aeruginosa were the two most important opportunistic infections causing death. These changes in the characteristics at death will warrant review of resources used in treating these children and may be critical in advising parents and care givers about the prognosis of this chronic infection.     

The role of goal orientation following performance feedback.

This study examined the relationship of goal orientation and performance over a series of 2 challenging performance events. After providing performance feedback on the 1st event, the authors found that the relationship between a learning goal orientation and performance remained positive for the 2nd event, the relationship between a proving goal orientation and performance diminished from a positive to a nonsignificant level, and the relationship between an avoiding goal orientation and performance remained negative. Data analysis also indicated that the relationships between the 3 goal orientation dimensions and the performance event were differentially mediated by goal setting, self-efficacy, and effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of a goal to become a teacher.

The purpose of this project was to investigate how the goal of becoming a teacher emerges. The study used interviews to develop goal histories for 8 preservice teachers. There tended to be 4 sources of influence for their goal to become a teacher: (a) family influences, (b) teacher influences, (c) peer influences, and (d) teaching experiences. The categories developed from the interviews to describe the types of influences those sources provided were (a) suggesting that the person become a teacher, (b) encouraging the person to become a teacher, (c) modeling teaching behavior, (d) exposing the person to teaching experiences, and (e) discouraging the person from becoming a teacher. In addition, influences such as critical incidents, emotions, and social-historical factors, such as the status and pay of teachers, were prominent in the goal histories of the participants. Finally, the results of the study are discussed within the context of goals and self-directed behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Achievement goals and optimal motivation: Testing multiple goal models.

Currently, there is a debate about which types of achievement goals promote optimal motivation. A number of theorists argue for a mastery goal perspective focusing on the adaptive consequences of mastery goals and the maladaptive consequences of performance goals. Others endorse a multiple goal perspective in which both mastery and performance goals can be beneficial. The purpose of the present investigation was to review why this debate has emerged and to offer a critical test of the mastery versus multiple goal perspectives. In Study 1, a correlational approach was used to identify the optimal goals for college participants to adopt for a learning activity. In Study 2, an experimental approach was used to identify the optimal goals to assign for the same activity. Each study revealed benefits of both mastery and performance goals, providing support for the multiple goal perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)