The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test.

The authors investigated the influence of goal orientation on sales performance in a longitudinal field study with salespeople. As hypothesized, a teaming goal orientation had a positive relationship with sales performance. This relationship was fully mediated by 3 self-regulation tactics: goal setting, effort, and planning. In contrast, a performance goal orientation was unrelated to sales performance. These results suggest that a focus on skill development, even for a veteran workforce, is likely to be associated with higher performance. Management should seek evidence of a teaming goal orientation when selecting new employees, while avoiding an excessive focus on performance goal orientation without a comparable skill-development focus. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meta-analytic examination of the goal orientation nomological net.

The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study.

Conscientiousness and goal orientation were examined as (a) predictors of motivation to learn and (b) moderators of reactions to performance levels during the learning process, using an Expectancy X Valence framework. Learners (N?=?103) participated in a 6-week course in which an objective performance goal was assigned. Results indicated that conscientiousness and learning orientation were positively related to motivation to learn both initially and after performance feedback was given, whereas performance orientation was negatively related to motivation to learn at those 2 time periods. In addition, learning and performance orientation moderated the relationships between performance levels during the learning process and subsequent expectancy and valence. (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)     

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 moderating role of goal orientation in the workload-frustration relationship.

Goal orientation was hypothesized to moderate the relationship between quantitative workload and frustration. Based on data from 460 graduate students, two forms of goal orientation moderated this relationship. Specifically, it was found that workload was positively related to frustration for people with high levels of avoiding goal orientation, but not for those with low levels of avoiding goal orientation. In addition, it was found that the positive effect of workload on frustration was weaker for people with high levels of mastery goal orientation than for those with low levels of mastery goal orientation. Both theoretical and practical implications of the current findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal examination of the role of goal orientation in cross-cultural adjustment.

In this longitudinal study, the authors introduced goal orientation theory to the study of cross-cultural adjustment. The authors examined relationships among dispositional goal orientation, domain-specific self-efficacy, and cross-cultural adjustment. Results indicated that a learning orientation was positively related to sojourners' academic and social self-efficacy, whereas a performance orientation was negatively related to sojourners' social self-efficacy. Sojourners' academic and social self-efficacy were positively related to academic and social adjustment, respectively. A learning orientation was positively related to academic and social adjustment, and the relationship was mediated by self-efficacy. A performance orientation was not related to adjustment. Finally, academic adjustment was positively related to grade point average. The authors discussed implications for research and practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of goal orientation during expatriation: A cross-sectional and longitudinal investigation.

Using cross-sectional and longitudinal data from expatriates in China, the authors investigated the roles of general, work, and interaction adjustment, as well as work stress, as mediators between the antecedents (learning, proving, and avoiding goal orientations, and perceived organizational support) and expatriate outcome (job performance and premature return intention) relationships. Results indicated that goal orientations toward overseas assignments had differential relationships with expatriate job performance and premature return intention. In addition, it was found that these relationships were partially mediated by expatriate adjustment facets. Implications for expatriate adjustment research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors--goal frame, goal content, and goal proximity--cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process.

This study integrates ability, goal setting, self-efficacy, and multiple personality traits into a common framework that explains and predicts individual performance. A mediational model was tested using LISREL 8. Ability, learning goal orientation, and locus of control were positively related to self-efficacy, whereas performance goal orientation was negatively related to self-efficacy on an academic task. Self-efficacy and need for achievement were positively related to goal level, which was positively related to performance in combination with ability and self-efficacy. In addition to showing that personality traits can influence the motivational process at various stages, the results highlight the unique contributions of self-efficacy and goal level to the motivational process after the effects of ability and other individual differences have been identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

医学生自我妨碍与自我效能感、成就目标定向的研究

采用自我妨碍问卷、一般自我效能感量表和成就目标定向量表测查医学生的自我妨碍与成就目标定向、自我效能感之间的关系.结果表明,医学研究生自我妨碍倾向低于本科生,城市医学生自我妨碍倾向明显高于农村和城镇医学生;医学生自我妨碍与自我效能感、成就目标定向均存在显著相关;成就目标定向和自我效能感对医学生的自我妨碍有显著预测作用,其中成绩回避目标定向对医学生自我妨碍有显著的正向预测作用,自我效能感对自我妨碍呈负向预测作用.结合研究结果,相应地提出了在教育方面的建议.     

Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.

Interviews with 1st-year university students selected as high or low in either self-handicapping or defensive pessimism identified (a) personal perspectives on the nature of self-handicapping and defensive pessimism, (b) the perceived reasons why they engage in these strategies and the perceived advantages that follow from them, and (c) the extent to which ego goals and task goals mark their approach to their studies. The data confirm previous quantitative research and also provide important qualitative information on the congruencies and differences in goal orientation for self-handicappers and defensive pessimists, the social and academic costs of self-protective behavior, the control students feel they have over their self-protective behavior, and the roles of the family and students' culture in their tendency to self-protect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselor trainee achievement goal orientation and the acquisition of time-limited dynamic psychotherapy skills.

The relationship between trainee achievement goal orientation and acquisition of time-limited dynamic psychotherapy (TLDP; H. H. Strupp & J. L. Binder, 1984) skills was examined. Counselor trainees (n?=?28) completed the Achievement Goal Tendencies Scale (T. Hayamizu & B. Weiner, see record 1991-34655-001) and saw a recruited client for 4 counseling sessions. The sessions were rated for trainee adherence to TLDP. Growth-curve analyses revealed a significant relationship between trainee learning goal orientation and pattern of TLDP skill acquisition. A relatively higher trainee learning goal orientation was related to a linear increase in use of TLDP specific strategies and to less midtraining decline in trainees' adherence to the psychodynamic interviewing style aspects of the TLDP model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comment on the meta-analysis of goal structures.

On the basis of a meta-analysis, D. W. Johnson et al (see record 1981-05387-001) concluded that cooperation is superior to other goal structures in promoting achievement and productivity. The position is taken here that their primary approach to the problem of goal structures advances neither theory nor application and may be misleading. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of goal orientation on job search and reemployment: A field experiment among unemployed job seekers.

Because unemployment has detrimental effects on the well-being of unemployed people, it is important that unemployed individuals move back to work. The present study aimed at improving the understanding of the job search and reemployment process by applying goal orientation theory to job seeking. Using a 3-group field experimental design among 109 unemployed job seekers, the authors examined the effects of situational learning and performance goal orientation on participants’ job search intentions, job search behavior, and reemployment status. A situational focus on learning goals was found to be beneficial for the job search process, leading to more search intentions, more search behavior, and higher reemployment probabilities. These effects seemed to be independent of people’s dispositional goal orientation. Findings indicate that goal orientation is a promising construct for both science and practice in the field of job seeking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of the interpersonal influence process in supervision.

Examined the interpersonal influence process between 20 counselor supervisors (SPs) and 33 trainees (TRs) in an applied setting over 15 wks. Specifically investigated was the relationship between TRs' perceptions of SPs' expertness, attractiveness, and trustworthiness and (a) SPs' and TRs' reported changes in TRs' professional and personal behaviors and attitudes and (b) both groups' perceptions of the supervisory relationship. There was not a significant relationship between the respective ratings of perceived expertness, attractiveness, and trustworthiness and either group's rating of the SPs' impact on TRs' personal and professional development. There was a positive correlation between TRs' perceptions of SP characteristics and both TRs' perceptions of the therapeutic relationship and their satisfaction with supervision. Findings are discussed in terms of S. R. Strong's (1968) 2-stage model of the influence process. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes.

This laboratory experiment investigated the effects of trainer expressiveness, lecture organization, and trainee goal orientation on training outcomes. Participants (N?=?135) listened to lectures that differed in organization and trainer expressiveness. Participants completed recall and problem-solving tests immediately and 2 days later. The results indicated that participants had the highest recall after an expressive and organized lecture. The findings for problem-solving performance were more complex. Participants with a high mastery orientation had their poorest problem-solving performance after listening to an organized and inexpressive lecture, whereas participants with a low mastery orientation did not respond to the effects of organization or expressiveness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From stress to learning: Attachment theory meets goal orientation theory.

Few investigators have explored connections between attachment theory and goal orientation theory. Although the theories differ in important ways, we suggest there is a striking similarity in their depiction of an adaptive pathway leading from stress to learning goals and constructive strategies, and a contrasting pathway leading from stress to self-validation goals and defensive strategies. We review evidence from two leading investigators—Mario Mikulincer in adult attachment theory and Carol Dweck in goal orientation theory—to show that, following failure and other setbacks, learning as compared to self-validation goals are more likely to lead to cognitive openness, problem-solving, support-seeking, and adaptive emotion regulation. The theories differ in their understanding of the views underlying learning and self-validation goals, and those differences have led to qualitatively different interventions. We suggest how attachment and goal orientation theory interventions can be integrated to maximize optimal functioning in stressful conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Employee customer orientation in context: How the environment moderates the influence of customer orientation on performance outcomes.

This empirical study evaluated the moderating effects of unit customer orientation (CO) climate and climate strength on the relationship between service workers’ level of CO and their performance of customer-oriented behaviors (COBs). In addition, the study examined whether aggregate COB performance influences unit profitability. Building on multisource, multilevel data, the study’s results suggest that the influence of employee CO on employee COB performance is positive when the unit’s CO climate is relatively high and that the constructs are unrelated when unit CO climate is relatively low. In addition, the data reveal that unit COB performance influences unit profitability by enhancing revenues without a concomitant increase in costs. The study’s results underscore the theoretical importance of considering cross-level influencers of employee-level relationships and suggest that managers should focus on creating a climate that is supportive of COBs if their units are to profit from the recruitment, hiring, and retention of customer-oriented employees. (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)