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New Directions in Goal-Setting Theory
Abstract
ABSTRACT Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, goal sources (i.e., self-set, set jointly with others, or assigned), and dependent variables. Recent studies concerned with goal choice and the factors that influence it, the function of learning goals, the effect of goal framing, goals and affect (well-being), group goal setting, goals and traits, macro-level goal setting, and conscious versus subconscious goals are described. Suggestions are given for future research.
... The theory was proposed by Edwin Locke in the 1960s and it states that goal setting is essentially linked to task performance; specific and challenging goals along with appropriate feedback contribute to higher and better task performance (Locke, 2001). This implies that, if the set goals are easy then the performance of an individual or organisation decreases (Locke & Latham 2006). This is because, goals indicate and give direction to an employee about what needs to be done and how many efforts are required to be put in and this translates into better performance. ...
... The theory consists of several constructs which interact together to bring about improved performance. They include; willingness to work towards attainment of goal as the main source of job motivation; specific and clear goals leading to greater output and better performance; setting realistic and challenging goals and giving appropriate feedback to employees (Locke & Latham, 2006). This theory has been chosen for this study because it leads to better performance by increasing motivation and efforts, but also through increasing and improving the feedback quality (Locke & Latham 2006). ...
... They include; willingness to work towards attainment of goal as the main source of job motivation; specific and clear goals leading to greater output and better performance; setting realistic and challenging goals and giving appropriate feedback to employees (Locke & Latham, 2006). This theory has been chosen for this study because it leads to better performance by increasing motivation and efforts, but also through increasing and improving the feedback quality (Locke & Latham 2006). Therefore, using this theory, this researcher found out the management failures at universities as far as motivating employees through appropriate performance appraisal systems. ...
The study aimed at establishing the relationship between the appraisal standards and performance of employees in selected private universities in Uganda. It was carried out in two universities which were Kampala International University Bushenyi Campus and University of St. Joseph Mbarara. The study was carried out using a self-administered questionnaire and interview guide. It involved the administrative staff of the universities. The study was hence carried out amongst 60 staff members. The results were analysed using the descriptive statistics including frequencies and percentages, the mean distribution and regression analysis was used to analyse the relationship amongst the variable. The study generally revealed that there was a significant relationship between appraisal standards and employee performance. The standards the appraisal focused on were mainly the employee behaviours, competences and achievements. The Journal of development, education & technology ISSN 2959-0523 VOL. I No. 1 (FEB 2023) Ankunda Emily* 204 Jodet.bsu.ac.ug results indicated that the main behavioural targets were the employees' relations with colleagues, relations with clients, relations with supervisors and the extent to which employees observed the code of conduct including the disciple. The competences assessed related to relevance of the staff qualifications are assessed, staff members ability to counsel students, the ability to communicate with clients, he staff skills to do the work is assessed and the staff skills to do the work is assessed. On achievement, the study examined the application of appraisal on determining participation and ability to contribute in meetings, the staff performance, the research output, the clients attracted to the organization, the level of attendance to duties and participation in training activities. On the whole the study recommended the need to enhance appraisal standards and ensure that all staff members are aware of the standards that are usually assessed so that they work towards achieving them.
... Lastly, goals lead to the adoption of behavior and strategies that are conducive to goal accomplishment. Individuals develop and implement action plans, strategies, and task-specific behaviors to achieve their goals [37]. ...
... Such behaviors encompass diligent work, calculated risk-taking, and actively pursuing growth opportunities [48]. The goal-setting theory operates through four different mechanisms, wherein heightened focus and attention lead to the development of strategies aimed at achieving the goals [34,36,37]. These strategies, in turn, generate increased effort directed towards the goals, resulting in prolonged and persistent endeavors. ...
... These strategies, in turn, generate increased effort directed towards the goals, resulting in prolonged and persistent endeavors. Consequently, this heightened effort and focus lead to enhanced financial performance in their businesses [37]. ...
This study aims to examine the correlation between various types of entrepreneurial motivations and the corporate performance of self-employed micro-businesses operated by women in China. Through the application of Structural Equation Modeling (SEM) estimation on a sample of 160 female entrepreneurs, our findings reveal that female entrepreneurs driven by pull motivation prioritize non-financial performance as their primary goal. Conversely, those driven by push motivation exhibit a greater emphasis on financial performance. Furthermore, the cross-group analysis indicates that a high level of motivation among necessity-driven female microbusiness entrepreneurs contributes to achieving a high level of financial performance, whereas a high level of motivation among opportunity-based female microbusiness entrepreneurs does not significantly influence non-financial performance. The implications of these findings for research and policy development pertaining to Chinese female online microbusinesses are also discussed.
... Already Peter Drucker has emphasized the importance of management by objectives and directing all managers' vision and efforts toward a common goal. The well-known goal-setting theory (Locke and Latham 1990) originated from industrial/organizational psychology and has a high internal and external validity (Locke and Latham 2006). According to Kettunen and Laanti (2017), implementing systematic changes such as adapting the goal-setting practices becomes increasingly important for organizations to remain competitive in an environment where agility and sustainability are watchwords and software becomes the basis of products and services. ...
... Similarly, Schnabel and Pizka (2006) also emphasize collaborative goal-setting in their process. Also, the classical goal-setting theory postulates better group performance because of setting goals collaboratively (Locke and Latham 2006). Adhering to this mitigation proposition can address the challenges C5 and C7, and therefore, Communication and Commitment can be improved. ...
... Goal-setting responsibility should be shared among actors, to facilitate collaborative goal-setting practices C5, C7 All actors and stakeholders can define goals of any kind (but not prioritize them); Based on statements by LM1, AM5; Literature finds shared, collaborative goal-setting facilitates group performance (Locke and Latham 2006) ...
Maintaining competitiveness in future business environments requires agile organizations to implement systematic changes such as adapting existing goal-setting practices. Such changes can only be accomplished by taking a holistic view of the development organization. In large-scale agile development, the whole development organization is considered, and some scaling agile frameworks support practitioners to establish goals by providing recommendations for goal-setting practices. However, so far, only a limited amount of research investigating the establishment of goals in scaling agile environments exists. Against this backdrop, we present a case study to explore how goals are set and documented within eight programs at a large German automobile manufacturer. Moreover, we identify and categorize goals, present goal-setting challenges encountered by the case organization, and formulate seven mitigation propositions to address these challenges. Finally, we evaluate these mitigation propositions and discuss the evaluation results by incorporating the qualitative feedback provided by the interviewees.
... Goals are important to self-regulated learning because they determine the standard by which one's progress is measured (Sitzmann & Ely, 2011). As explained by Locke and Latham (2006), goals generate effort through a discrepancy-creation process wherein "discontent with one's present condition" facilitates a "desire to attain an object or outcome" (p. 256). ...
... However, in learning contexts, Seijts and Latham (2001) found that assigning a specific, difficult outcome goal actually led to worse outcomes than simply instructing participants to do their best. To explain this result, Locke and Latham (2006) speculated that when faced with a new task or new information, performance goals may cause a form of "tunnel vision" characterized by an overemphasis on the desired end state rather than on the process of acquiring the skills needed to reach it (Locke & Latham, 2006). Similarly, in reference to research by Vancouver and colleagues showing negative effects of self-efficacy on performance at the within-person level (e.g., Vancouver et al., 2001), Bandura and Locke (2003) offered that self-efficacy likely "differs in preparatory and performance aspects of functioning" (p. ...
... However, in learning contexts, Seijts and Latham (2001) found that assigning a specific, difficult outcome goal actually led to worse outcomes than simply instructing participants to do their best. To explain this result, Locke and Latham (2006) speculated that when faced with a new task or new information, performance goals may cause a form of "tunnel vision" characterized by an overemphasis on the desired end state rather than on the process of acquiring the skills needed to reach it (Locke & Latham, 2006). Similarly, in reference to research by Vancouver and colleagues showing negative effects of self-efficacy on performance at the within-person level (e.g., Vancouver et al., 2001), Bandura and Locke (2003) offered that self-efficacy likely "differs in preparatory and performance aspects of functioning" (p. ...
Learning and adaptation are essential for success. However, human effort is inherently finite, which creates a dilemma for employees. Is it better to prioritize capitalizing on existing knowledge structures to maximize immediate performance benefits (exploitation) or develop adaptive capabilities (exploration) at the expense of short-term productivity? Understanding how employees answer this question can inform the design of evidence-based interventions for optimizing and sustaining learning amidst workplace challenges. In this article, we attempt to unpack the composition of on-task effort during performance-based learning by testing the proposition that the information-knowledge gap-a regulatory discrepancy between unknown aspects of a task and a person's perceived competence in dealing with that task-is the psychological mechanism responsible for guiding effort-allocation decisions during performance-based learning. In Study 1, we found that larger information-knowledge gaps resulted in increased subsequent investments of on-task attention within a sample of adults learning to perform a complex task (N = 121). As participants learned, information-knowledge gaps systematically shrank, resulting in a reduced emphasis on learning-oriented effort (i.e., exploration) relative to achievement-oriented effort (i.e., exploitation) over time. In Study 2 (N = 176), a task-change paradigm revealed that introducing novel demands caused information-knowledge gaps to suddenly expand, which prompted participants to increase on-task effort and shift their focus away from achievement and back toward learning as an adaptive response. Collectively, these findings support the notion that information-knowledge gaps shape how (and when) on-task effort is spent and present a framework for understanding how learners strategically structure their limited attentional resources. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
... An arsenal of achievement correlates has been reviewed, pointing to intervention variables that could ameliorate performance declines (Richardson et al., 2012;Schneider & Preckel, 2017). Performance self-efficacy (i.e., one's belief in their ability to succeed in a task or series of connected tasks; Bandura, 1977Bandura, , 2012 and grade goals (Locke & Latham, 2006) are powerful and connected sources of motivation that ranked among the top five (of 105) variables related to achievement in a large-scale review of meta-analyses by Schneider and Preckel (2017). ...
... RQ2) What are the experimental effects of students setting grade goal(s) (and receiving regular goal achievement feedback) at the task (i.e., goals are set for regular formative tests) or course levels on self-efficacy, interest, and performance? H2a) Theory (Bandura, 2012;Locke & Latham, 2006) and empirical research (Chen et al., 2000;Lee et al., 2014) suggest that grade goals predict achievement. Setting grade goals was hypothesised to positively influence performance on formative tests. ...
Students entering higher education experience significant declines in both performance and motivation. Compulsory foundational gateway courses are an obvious source of difficulty. Low cost at-scale support is much needed during this critical period, but when and how remain open questions. Grade goals and self-efficacy provide short-term motivation, and are among the greatest correlates to achievement in higher education. Furthermore, students’ ongoing development in domain knowledge and interest can also offer insight on the student experience beyond the gateway course. The current study investigated the interplay between performance, short-term, and long-term motivations in a first-year online mathematics course at a research-intensive university in Pacific-Asia. Participants (n=175) completed a pretest, four formative quizzes, and surveys measuring self-efficacy (beginning, middle, and end) and interest (beginning and end). Participants were randomly assigned to one of control (no explicit instructions), course-grade-goal, or quiz-grade-goal conditions (i.e., explicit instructions to make goal(s) for the overall course or each subsequent quiz respectively, with feedback on each quiz in relation to goals). Analyses included MANOVAs for difference testing, and testing a longitudinal fullyforward (all past variables simultaneously predicting future variables) latent SEM model. In the face of an uncertain context, self-efficacy remained a salient reciprocal predictor of performance, while students’ interest experienced initial dissonance with performance, realigning by the end of the semester. SEM results indicated that participants who set course-level goals had greater middle-of-term self-efficacy, but also lower interest at the end of the course. Theoretical and practical implications are discussed.
... Goal setting is a variance generating process with goals being future valued outcomes (Locke & Latham, 2006). It implies dissatisfaction with one's current situation and a desire to achieve a goal or outcome (Locke & Latham, 2006). ...
... Goal setting is a variance generating process with goals being future valued outcomes (Locke & Latham, 2006). It implies dissatisfaction with one's current situation and a desire to achieve a goal or outcome (Locke & Latham, 2006). Locke sought to illustrate the correlation between a specified and complex goal and how it affects performance. ...
Achieving the Sustainable Development Goals has been a considerable challenge in Africa, especially with the advent of the COVID-19 pandemic. The paper reviewed literature on health-related issues and the effects of COVID-19, including mortality rates, and correlates the findings to the Goal Setting Theory. The study utilised a qualitative research design, with the researchers using secondary data to understand how the pandemic has jeopardised the accomplishment of good health and well-being. The conclusions of the researchers were based on numerous organisation reports, scholarly articles, media articles, and internet sources. The data was evaluated using a thematic technique with all findings organised into themes. Given the negative impact of the pandemic, the researchers gave recommendations towards the African Healthcare System.
... The theory draws distinction between high goals and ambiguous ones. The theory asserts high goals improves task accomplishments whereas easy or vague goals limit achievement (Locke & Latham, 2006). Individuals have the desire to succeed in particular tasks when they possess the perspective to survive challenges in their jobs in order to achieve eloquent goals (Locke & Latham, 2006;Locke & Latham, 1985). ...
... The theory asserts high goals improves task accomplishments whereas easy or vague goals limit achievement (Locke & Latham, 2006). Individuals have the desire to succeed in particular tasks when they possess the perspective to survive challenges in their jobs in order to achieve eloquent goals (Locke & Latham, 2006;Locke & Latham, 1985). Organization's ability to set highly standardized goals activates employees' performance drive. ...
An online survey was conducted on a sample of 32 senior high school mathematics teachers in Kumasi senior high technical school using virtual snowballing technique. The study investigated the hindrance factors to teachers' participation in performance contracting in senior high schools in Ghana. The study sought to conduct principal component analysis (PCA) on teacher contracting construct to identify the most important factors which had forestalled the implementation of teacher contracts in senior high schools in Ghana. Data was collected using researcher designed questionnaires of close-ended types on an evaluative continuum ranging from strongly disagree (SD) to strongly agree (SA) with alpha-reliability of 0.72. Data was analysed using both descriptive and multivariate inferential statistical techniques, particularly Exploratory Factor Analysis. Three (3) important factors (Teachers' Perception, Information on PCs and Relevance of PCs) were extracted by principal component analysis of teachers' responses. The results revealed that there should be strategies to develop positive perception of performance contracting in teachers through the provision of appropriate information on the relevance of teachers' participation in performance contracting in senior high schools in Ghana.
... The research revealed an inductive relationship between goal setting and improved production performance. A goal is the aim of an action or task that a person consciously desires to achieve or obtain (Locke & Latham, 2006). Goal setting involves the conscious process of establishing levels of performance in order to obtain desirable outcomes. ...
... The research revealed an inductive relationship between goal setting and improved production performance based on the willingness of the parties involved. This agrees with the argument on goal setting theory by Locke & Latham, (2006) and Njuguna, and Bula (2015) that a goal is the aim of an action or task that a person consciously desires to achieve or obtain. Goals also lead to a persistent pursuit of reaching the goal by providing a purpose for that pursuit. ...
The purpose of this study is to assess the impact of performance appraisal on organizationalperformance in Murang‘a water and Sanitation Company. Specifically, the study sought toestablish the effect of goal setting in performance appraisal, on the Company‘s organizationalperformance. The study employed descriptive research survey through which primary datawas collected from 94 employees working in Murang‘a water and Sanitation Company. Datacollected was analyzed using both descriptive statistical techniques and regression analysis.The results demonstrate that employees‘ goal setting in performance appraisal significantlyinfluence organizational performance.
... In the current work environment, organizations need to align their goals with their teams' objectives to achieve sustainable success (Locke et al., 2018). This alignment guarantees that teams are motivated and collaborate effectively towards favorable outcomes that benefit the organization. ...
Building high-performing teams is crucial for success in today's competitive workplace. Several factors contribute to their success, including adaptable leadership, clear roles, open communication, diversity, skill development, goal alignment, accountability, feedback, adaptability, trust, and data-driven decision-making. Effective leaders guide teams through different stages of development, while clear roles help prevent conflicts. Diverse teams drive innovation and offer different perspectives, leading to more creative solutions. Regular feedback and recognition, along with adaptability and trust, ensure team engagement and resilience. Finally, data-driven decision-making is essential in ensuring that teams are making informed decisions and staying on track toward achieving their goals.
Keywords: High-Performance Teams, Leadership, Adaptability, Role Clarification, Effective Communication, Diversity and Inclusion, Skill Development, Goal Alignment, Accountability, Data-Driven Decision-Making
... Focusing on this model and considering how it might further our understanding of mechanisms, it is important to note that different views of self-regulation focus on distinct aspects of regulation. For example, some models focus on goals (Kruglanski et al., 2002;Locke & Latham, 2006) and willpower (Baumeister & Vohs, 2007), while others focus on personality and traits (Roberts et al., 2014;Whiteside & Lynam, 2001). Some approaches view self-regulation as dependent on a self-monitoring process (Carver & Scheier, 1998), while others interpret it in terms of learnable strategies (Duckworth et al., 2016). ...
While self-compassion is increasingly being researched, a clear understanding of what self-compassion is, how it works, and for which outcomes remains elusive. This article summarizes and critically evaluates current theoretical and empirical trends in the self-compassion literature. We provide directions for future research to support a more comprehensive understanding of self-compassion.
This paper systematically evaluates issues in three interrelated areas: (1) over-reliance on a particular conceptualization of self-compassion, (2) a narrow focus on the affective mechanisms as per the general resource model of self-regulation, and (3) the prioritization of intrapersonal outcomes over inter-personal outcomes.
Our analysis suggests that current understandings of what self-compassion is and how it impacts outcomes are limited in several ways. Firstly, self-compassion is almost exclusively operationalized using the Self Compassion Scale, inadvertently constraining how we think about this complex construct. Secondly, a heavy emphasis remains on unmeasured changes in “general resources” as explanatory, while more specific pathways beyond affectivity or resource management are rarely considered. Lastly, intrapersonal outcomes are prioritized over interpersonal or social outcomes, which restricts our understanding of the broader benefits of self-compassion.
To address the limitations, we suggest embracing and assessing multiple conceptualizations of self-compassion, empirically testing a wider range of plausible mediators, and investigating a broader range of outcomes, including those in both interpersonal and social spheres. Ongoing consideration of such issues will facilitate our empirical and theoretical understanding of self-compassion, enabling us to adapt more efficient interventions to benefit a wider group of individuals and our society at large.
... This contributes to higher and better task performance by individuals and groups. In addition, feedback provides opportunities to clarify expectations and adjust goal difficulty and gain recognition (Locke & Latham, 2006). According to Latham (2004), goal setting inspires individuals. ...
... Instructively, two independent examinations of empirical evidence indicate that specific goals increase performance; that difficult goals, when accepted, result in higher performance than do easy goals; and that feedback leads to higher performance than does non-feedback (Tubbs, 2007;Locke and Latham, 2010).Further, according to Robbins and Judge (2013), argue that specific goals tend to produce a higher level of output than the generalized goal because specificity itself seems to act as an internal stimulus. Notably, in addition to its original application at the individual level, goal-setting theory can also be used on an aggregated level of analysis e.g., groups, teams or inter-organizational relationships (Linderman, Schroeder & Choo, 2009). ...
... Sejalan dengan pendapat diatas, menurut (Locke & Latham, 2006) menjelaskan bahwa seorang karyawan yang memiliki komitmen dalam tujuan yang tinggi akan mempengaruhi kinerja manajerial. Teori penetapan tujuan dari Locke berpendapat bahwa agar penetapan tujuan berhasil dengan hasil yang diinginkan harus mengandung poin yang spesifik (Lunenberg & Samaras, 2011), yaitu: ...
Kementerian Riset, Teknologi, dan Pendidikan Tinggi pernah menerima opini wajar dengan pengecualian (WDP) dari Badan Pemeriksa Keuangan Republik Indonesia (BPK-RI) dalam laporan keuangan tahun 2015. Itu terjadi karena tidak semata-mata disebabkan oleh kinerjanya yang rendah tetapi tata kelola di perguruan tinggi yang masih belum optimal, adapun sebagian besar temuan terkait itu terjadi di perguruan tinggi negeri badan layanan umum (PTN-BLU). Temuan seperti kasus terkait fraud masih ada di mana dilakukan oleh orang-orang berkomitmen yang memiliki wewenang dan kemudian mempertanyakan di mana komitmen orang yang terlibat dalam kasus-kasus tersebut dan juga akuntabilitas di universitas. Dengan demikian untuk mengoptimalkan tata kelola di universitas perlu memiliki unit yang mengendalikan kegiatan, pemantauan dan evaluasi yang dikenal sebagai satuan pengawasan internal (SPI) sehingga kasus-kasus ini tidak terjadi lagi.
Penelitian ini bertujuan untuk mengetahui pengaruh peran SPI dan juga komitmen organisasi terhadap tercapainya tata kelola universitas yang baik, komitmen yang dimaksud yaitu komitmen dosen. Populasi penelitian ini adalah perguruan tinggi negeri di Indonesia dengan status BLU, kemudian metode pengambilan sampel menggunakan sampel jenuh. Kriteria responden dalam penelitian ini yaitu dosen yang bukan bagian dari SPI auditor dan teknik analisis data menggunakan analisis jalur.
Hasil penelitian ini menunjukkan bahwa dalam mencapai tata kelola universitas yang baik, peran SPI dengan komitmen dosen berperan penting karena semakin tinggi peran SPI dan komitmen dosen maka pencapaian tata kelola universitas yang baik juga akan meningkat. Komitmen sebagai variabel mediasi dapat membantu dan memudahkan tugas yang dilakukan oleh auditor SPI maupun tata kelola di universitas.
... Goal setting merupakan pengatur secara langsung akan tingkah laku atau perbuatan seseorang [18]. [19] Kemampuan atau perbuatan seseorang merupakan faktor penting yang berpengaruh menghasilkan kemampuan pada komitmen serta tingkat keterlibatan seseorang dalam peningkatan kemampuan yang akan dihasilkan [20] Penetapan tujuan digambarkan sebagai identifikasi pencapaian spesifik yang akan dibuat di area tertentu dengan hasil yang terukur, seperti tindakan dan jadwal pencapaian [21]. Penelitian terdahulu yang dilakukan oleh [22] juga menggunakan goal setting untuk meningkatkan kepercayaan diri remaja, dan hasil yang didapatkan bahwa goal setting dapat meningkatkan kepercayaan diri pada remaja. ...
... Menurut [13] asumsi dasar mengenai pententuan tujuan adalah bahwa tujuan (goal) merupakan pengatur secara langsung akanperilaku atau tindakan seseorang. Kemampuan atau tindakan seseorang merupakan faktor penting untuk berpengaruh menghasilkan performasi pada komitmen serta tingkat partisipasif seseorang dalam dampak peningkatan performasi yang akan dihasilkan [14]. Hal ini didasarkan pada penelitian [13] bahwa menetapkan tujuan membantu siswa mencapai prestasi atau performasi yang lebih baik dalam bidang akademik. ...
... Traditionally, theories of goal striving have assumed that goal-directed action is facilitated by forming and maintaining explicit cognitive representations of one's goals and intentions (Austin & Vancouver, 1996;Locke & Latham, 2006;Moskowitz & Grant, 2009). From this perspective, we might expect action-oriented people to develop more explicit cognitive representations of their goals and intentions, and to keep these representations more activated throughout their goal pursuits, than state-oriented people. ...
... In addition, this study included focused attention [12] as one of the flow experience variable's characteristics. In addition, this study utilized the Goal Setting Theory [13] as its foundation. ...
The fast growth of technology and the internet have ushered in a new era for humanity. One of the advantages of the internet is its entertainment value. Online games are a well-known form of online content. In typical PC or console games, only one or two people play the game on a personal computer. In online games, several players from all over the world to play on game servers over the internet. Playing online games gives gamers a sensation of enjoyment, flow, and satisfaction with the game. These variables will influence the purchase intention of players. This study aimed to explore the influence of flow experience, satisfaction, and enjoyment on purchase intention through the mediation of continuous usage intention. This study is quantitative in nature. The sample for this study consisted of 485 digital gaming participants. The purposive sampling was implemented by distributing online questionnaires that were subsequently analysed with Smart PLS. The findings of this study indicate that the sense of flow, satisfaction, and enjoyment can influence the continuous usage intention. Consequently, flow experience, continuous usage intention, and satisfaction can influence purchase intention. Additionally, enjoyment does not affect purchase intention. Then, flow experience can influence purchase intention directly or through continuous usage intention.
... In addition, this study included focused attention [12] as one of the flow experience variable's characteristics. In addition, this study utilized the Goal Setting Theory [13] as its foundation. ...
The fast growth of technology and the internet have ushered in a new era for humanity. One of the advantages of the internet is its entertainment value. Online games are a well-known form of online content. In typical PC or console games, only one or two people play the game on a personal computer. In online games, several players from all over the world to play on game servers over the internet. Playing online games gives gamers a sensation of enjoyment, flow, and satisfaction with the game. These variables will influence the purchase intention of players. This study aimed to explore the influence of flow experience, satisfaction, and enjoyment on purchase intention through the mediation of continuous usage intention. This study is quantitative in nature. The sample for this study consisted of 485 digital gaming participants. The purposive sampling was implemented by distributing online questionnaires that were subsequently analysed with Smart PLS. The findings of this study indicate that the sense of flow, satisfaction, and enjoyment can influence the continuous usage intention. Consequently, flow experience, continuous usage intention, and satisfaction can influence purchase intention. Additionally, enjoyment does not affect purchase intention. Then, flow experience can influence purchase intention directly or through continuous usage intention.
... In addition, the causal relationships should be quantified and explicated: (1) The relationship is how strong exactly?, (2) Which function (e.g., linear, quadratic, and cubic) does the relationship follow over which window of time?, and (3) What are potential boundary conditions, such as a context for the effect of interest to not occur or occur in a different manner (see also Ferris et al., 2012;Mitchell & James, 2001;Muthukrishna & Henrich, 2019)? We could go on, but the overarching question is which theoretical framework in PHRM and I/OP research effectively and thoroughly address these questions (e.g., Cropanzano et al., 2017;Locke & Latham, 2006;Rosen et al., 2020). ...
The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).
... Goal setting and performance feedback go hand in hand. Without feedback, goal setting is not effective (Latham and Locke, 2006). Therefore, in addition to opting for the right goals, managers should also hear feedback, so that they can gauge how well the team is progressing. ...
This study explore ways of accelerating employee performance through management by objective among workers in manufacturing firms in Anambra State Nigeria. Three specific objectives research questions and hypotheses were formulated with the decomposed variables of the study. This study used a survey research design. The study population was three hundred and thirty-three (333) workers whereas the sample size was one hundred and eight two (182) arrived at using Taro Yamane formula. Data were composed using a self-administered questionnaire from the sample size of workers. The simple random sampling system was applied for the study. Pearson correlation coefficient and simple linear regression were applied for hypotheses testing. In the first hypothesis, the study found that participation exerts moderate influence on employee retention among workers in manufacturing firms (β=0.65, t=10.36, r2=0.424, F=107.272, p<0.01). Secondly, the test hypothesis found that there is a significant positive correlation connecting goal setting as well as employee job satisfaction among workers in manufacturing firms (r=0.859, n=148, p<0.01). In the third hypothesis, the study found that feedback exerts moderate statistical influence on employee commitment among workers in manufacturing firms (β=0.76, t=14.24, r2=0.581, F=202.815, p<0.01). The study concludes that for manufacturing firms to increase employee performance, setting and managing objectives is imperative. The research recommended that management needs to slot in employees in its actions so as to dissuade them from leaving the firm. The study also advocated that management needs to incorporate employee contributions when setting the firm's goals to boost employee confidence and achieve job satisfaction.
... Bandura explains that an individual can improve their feelings of self-efficacy, which has a positive effect on their motivation, through the "intervening influences of goal-setting and self-evaluative reactions" (Bandura, 1977b: 193). Firstly, goal-setting, most often associated with Locke (Locke 1968;Locke and Latham, 2006), can be a powerful lever in learning and teaching. In the research I carried out for my PhD (Frost, 2008), I administered a questionnaire to the 105 participants in the study, and the motivational construct which correlated most strongly (p values of less than 0.01) with other constructs I was interested in, was goal-setting, namely intrinsic motivation and self-efficacy. ...
This is the document which associate professors must write in France to apply for full professor jobs. I wrote it in English. It reads a little like a PhD, or rather an extended multi-chapter literature review, except one has to include one's own research projects, papers, etc. wherever relevant.
This version is the corrected final version after the viva (minus the typing errors).
... Conversely, an above-average performance requires rechecking the goals so that optimization of resources is possible. In order to meet the goals-setting theory stated by [34], these changes may be adjusted to suit. Operational benefits such as performance monitoring, objective setting, management, transparency, and planning functions can be improved with the assistance of BDA and performance metrics derived from them through the use of predictive KPIs, dashboards, and scorecards by the SC operational managers within the organization [95]. ...
This article intends to systematically identify and comparatively analyze state-of-the-art supply chain (SC) forecasting strategies and technologies. A novel framework has been proposed incorporating Big Data Analytics in SC Management (problem identification, data sources, exploratory data analysis, machine-learning model training, hyperparameter tuning, performance evaluation, and optimization), forecasting effects on human-workforce, inventory, and overall SC. Initially, the need to collect data according to SC strategy and how to collect them has been discussed. The article discusses the need for different types of forecasting according to the period or SC objective. The SC KPIs and the error-measurement systems have been recommended to optimize the top-performing model. The adverse effects of phantom inventory on forecasting and the dependence of managerial decisions on the SC KPIs for determining model performance parameters and improving operations management, transparency, and planning efficiency have been illustrated. The cyclic connection within the framework introduces preprocessing optimization based on the post-process KPIs, optimizing the overall control process (inventory management, workforce determination, cost, production and capacity planning). The contribution of this research lies in the standard SC process framework proposal, recommended forecasting data analysis, forecasting effects on SC performance, machine learning algorithms optimization followed, and in shedding light on future research.
... In addition, this study included focused attention [12] as one of the flow experience variable's characteristics. In addition, this study utilized the Goal Setting Theory [13] as its foundation. ...
The fast growth of technology and the internet have ushered in a new era for humanity. One of the advantages of the internet is its entertainment value. Online games are a well-known form of online content. In typical PC or console games, only one or two people play the game on a personal computer. In online games, several players from all over the world to play on game servers over the internet. Playing online games gives gamers a sensation of enjoyment, flow, and satisfaction with the game. These variables will influence the purchase intention of players. This study aimed to explore the influence of flow experience, satisfaction, and enjoyment on purchase intention through the mediation of continuous usage intention. This study is quantitative in nature. The sample for this study consisted of 485 digital gaming participants. The purposive sampling was implemented by distributing online questionnaires that were subsequently analysed with Smart PLS. The findings of this study indicate that the sense of flow, satisfaction, and enjoyment can influence the continuous usage intention. Consequently, flow experience, continuous usage intention, and satisfaction can influence purchase intention. Additionally, enjoyment does not affect purchase intention. Then, flow experience can influence purchase intention directly or through continuous usage intention.
... Goal Setting Theory dikemukakan oleh Edwin Locke pada tahun 1960. Menurut (Locke & Latham, 2006) untuk meningkatkan kinerja individu maka tujuan harus ditetapkan oleh individu yang melakukannya. Organisasi memberikan kesempatan kepada pegawainya untuk ikut berpartisipasi dalam menatapkan tujuan cenderung kinerjanya lebih tinggi dibandingkan dengan tujuan yang ditetapkan oleh atasan saja. ...
Pemerintah daerah dituntut agar memiliki kinerja yang berorientasi pada kepentingan masyarakat dan mendorong pemerintah untuk senantiasa tanggap akan tuntutan lingkungannya, dengan berupaya memberikan pelayanan terbaik secara transparan dan berkualitas. Kinerja manajerial merupakan alat penilaian untuk memotivasi aparatur dalam mencapai tujuan organisasi secara efektif dan efisien serta menuntun prilaku aparatur untuk sesuai dengan standar prilaku yang telah ditetapkan oleh organisasi. Penelitian ini bertujuan untuk mengetahui dan menguji pengaruh partisipasi peyusunan anggaran, kejelasan sasaran anggaran, dan akuntabilitas publik terhadap kinerja manajerial pemerintah daerah. Populasi dalam penelitian ini adalah seluruh Organisasi Perangkat Daerah (OPD) di Kabupaten Grobogan. Sampel pada penelitian ini sebanyak 81 responden. Responden terpilih adalah kepala/pimpinan Organisasi Perangkat Daerah (OPD), kepala sub bagian keuangan, kepala sub bagian perencanaan dan evaluasi pada masing-masing Organisasi Perangkat Daerah. Metode pengambilan sampel ini menggunakan purposive sampling. Alat analisis yang digunakan adalah IBM Statistical Package for Sosial Sciences (SPSS) versi 21. Hasil penelitian ini menunjukkan bahwa kejelasan sasaran anggaran, dan akuntabilitas publik berpengaruh positif signifikan terhadap kinerja manajerial pemerintah daerah. Variabel partisipasi penyusunan anggaran tidak berpengaruh terhadap kinerja manajerial pemerintah daerah.
... Goal-setting theory states that when challenging goals are set for an employee and appropriate feedback is provided, the employee will feel satisfied with the performance and will be rewarded (Locke & Latham, 1990). Drawing from numerous studies in goal-setting theory, which explore the connections between goals and affect, goals and self-efficacy, as well as the mediating factors of goal effects (Locke & Latham, 2006), it has been established that self-efficacy plays a crucial role in determining goals and motivation. Bandura et al. (1999) underscored the significance of self-efficacy in regulating extrinsic Hypothesis 3(a): Self-efficacy is negatively related to avoidance goal. ...
With the emergence of high technologies, there is a constant need for facilitating the changes in our lives. Among them, the online platform economy has been growing remarkably for a decade. This paradigm created a new labor market suggested several alternative work arrangements because it mediated works that are very attractive to those who want to use their free time to make money. In the nearly two years since the beginning of the COVID-19 pandemic in China, online platform workers also experienced changes due to the COVID-19 pandemic. Those who advocate for online work claim that it provides career opportunities by providing resources like greater work autonomy and a high potential for work–nonwork integration, resulting in more boundaryless, individualized, and whole life careers. All these factors led us to consider how we work, what we value in our workplace, and what motivates us. Among them, motivation is one of the key roles of management because it leads to and sustains behavior. However, prior studies have focused on the theoretical description of platform work motivation, and little is known about motivation causality from a behavioral perspective. This study aims to identify what leads people to become involved in online platform work. In detail. this research examined survey results related to what makes workers dominant in the platform labor market and attempted to explain all the previous phenomena based on the background of self-determination theory.
... Die Ziele können dabei ihren Ursprung in der handelnden Person selbst haben, sie können gemeinsam (partizipativ) mit anderen Personen vereinbart werden oder aber von anderen Personen "vorgegeben" sein. Unabhängig vom eigentlichen Ursprung der Ziele geht die Zielsetzungstheorie davon aus, dass die Wirkungen von einmal gebildeten Zielen der Person auf die Leistung insbesondere von zwei Zielmerkmalen abhängen, der objektiven Schwierigkeit von Zielen und der Spezifität von Zielen, wobei folgende Zusammenhänge postuliert werden: (Chen et al., 2021;Locke & Latham, 2006;Latham & Locke, 2007 (Wegge & Schmidt, 2009). ...
... Goals specify what a person wishes to achieve and act as regulators of human behavior, creating a sense of urgency and motivating the person to act (Mann et al., 2013). If a person sets a goal, it increases the probability that he or she will perform actions related to that goal or desired outcome (Locke & Latham, 2006). As discussed in detail subsequently, setting a goal creates a tension between a person's current state and a desired state, or goal state (Mithaug, 1996). ...
... Goal setting Adopting a pragmatic approach, where we focused on using process, performance and outcome-based goal setting using the (Specific, measurable, achievable, relevant, timely, evaluate, re-adjust) SMARTER structure (Locke and Latham, 2006;Kolb, 2015;Healy et al., 2018) Imagery Understanding the basics of imagery through the (physical, environment, task, timing, learning, emotion, perspective) PETTLEP model (Holmes and Collins, 2001;Lu et al., 2020) Breathing Learning the basic principles of applied diaphragmatic breathing (Ley, 1994) Positive self-talk and affirmations ...
Performance psychology has increased in usage and popularity; however, we contend that within the elite spheres of the military, there is a need for research and development to fit the context and environment. In this study, we describe an explorative case study on the integration of mental skill training techniques to an advanced sniper course in the Norwegian Armed Forces. We evaluate the impact through triangulation and examine results on the course, perceptions of the participants, and observations from the instructors. In addition, we conducted a 1-year follow-up to get participants' experience of translating the skills beyond the course. The results show that the mental skill training package influenced both results and performance in a positive manner; however, as a novel field, further research is warranted to establish a best practice to enhance performance for elite military forces.
... Menurut (Locke et al., 1981) asumsi dasar mengenai pententuan tujuan adalah bahwa tujuan (goal) merupakan pengatur secara langsung akan perilaku atau tindakan seseorang. Kemampuan atau tindakan seseorang merupakan faktor penting untuk berpengaruh menghasilkan performasi pada komitmen serta tingkat partisipasif seseorang dalam dampak peningkatan performasi yang akan dihasilkan (Locke & Latham, 2006). Hal ini didasarkan pada penelitian (Locke et al., 1981) bahwa menetapkan tujuan membantu siswa mencapai prestasi atau performasi yang lebih baik dalam bidang akademik. ...
Motivasi belajar merupakan faktor penting dalam kegiatan belajar karena dapat mendorong siswa untuk teribat dalam kegiatan belajar. Salah satu faktor yang dianggap penting dalam meningkatkan motivasi belajar yaitu adanya goal setting. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan goal setting terhadap peningkatan motivasi belajar siswa SMK Yapalis Krian Sidoarjo. Subjek penelitian ini berjumlah 68 siswa terbagi menjadi 2 kelompok treat berjumlah 34 siswa dan kelompok control 34 siswa. Jenis penelitian ini menggunakan metode non-randomized control trial dengan desain yang digunakan pretest & posttest control group design. Teknik pengumpulan data menggunakan skala adaptasi MSLQ (Motivated Strategies for Learning Questonnaire) dengan reabilitas sebesar 0.922. Teknik analisis data pada penelitian ini menggunakan Uji analisis Independet sample T-Tets dan Paired sample T-Test dengan menggunakan program JASP 0.16. Hasil penelitian ini menunjuukan terdapat perbedaan tingkat motivasi belajar siswa antara kelompok eksperimen dan kelompok kontrol sebelum dan sesudah diberikan pelatihan goal setting.
... Setting clear and difficult goals and providing relevant feedback can improve task performance. Goal setting includes five important components: clarity, challenge, commitment, feedback, and task complexity (Locke and Latham, 2006;Konstantara and Galanakis, 2022). According to the results of this study, undergraduates exhibiting delayed employment faced prominent problems when setting career goals, such as low clarity, the lack of a challenge, and the lack of immediate feedback regarding their goals: "I do not have a clear plan for my career development, and I do not know how to set my future career goals. ...
As COVID-19 continues to spread worldwide, the record number of graduates in China and pressure resulting from the economic downturn have led to low confidence in employment among college students, and the difficulties associated with career decision-making have gradually developed into a psychological barrier to the successful employment of Chinese college students. Using the “purposive sampling” approach to qualitative research, this study selected 20 undergraduates exhibiting delayed employment from a university as our research sample and used the career self-management model of social cognitive career theory (SCCT) as an analytical framework to conduct semistructured interviews with the aim of exploring influencing factors associated with and generation mechanism underlying the career decision-making difficulties experienced by Chinese undergraduates during the COVID-19 pandemic. According to the career self-management model of SCCT theory, the four variables of individual, parents, peers and social environment influence Chinese undergraduates’ career decision-making difficulties. On this basis, this study proposes a multivariable and single-subject generation mechanism to explain undergraduates’ career decision-making difficulties and tries to explicate the mental changes associated with the career decision-making difficulties encountered by undergraduates exhibiting delayed employment by reference to mind sponge theory.
... Goal-setting strategies have been investigated in the sports context manipulating different attributes (Boyce et al., 2001;Dutra et al., 2017;Mellalieu et al., 2006;Wack et al., 2014), such as the goal difficulty (Burton, 1994). Difficult goals are associated with greater task commitment, guiding effort, and persistence to achieve them, resulting in better performance (Locke, 1991;Locke & Latham, 2006). This behavior was observed in endurance performance (Bar-Eli, Tenenbaum, Pie, Btesh, & Almog, 1997;Tenenbaum, Pinchas, Elbaz, Bar-eli, & Weinberg, 1991). ...
The purpose of this study was to evaluate the effect of the goal difficulty level on the volleyball serve learning and if the perceived sports competence mediates this process. Adolescent volunteers (N = 22, age = 14.0 ± 0.9 years) participated in this study performing the volleyball serve. Two experimental groups were formed: high difficult goal group (HDG; n = 11) and low difficult goal group (LDG; n = 11). Both groups performed 15 trials in the pretest, 160 trials in the acquisition throughout four days, and 15 trials in the retention test after 72 hours. Performance was measured by means of the target bull’s-eye accuracy of the volleyball serve. Comparing the two groups' performance accuracy and consistency on pretest and retention tests was run through two-way ANOVA and ANCOVA (2 Groups x 2 Blocks). The results showed high goal led to greater performance accuracy in the retention than the lower goal, with a very large effect size. The HDG had higher accuracy in the retention test than the pretest (p < .001), while the LDG had no improvement. ANCOVA detected significant between the covariate perceived sport competence and tests. The effect size magnitude of the high goal difficulty in the serve accuracy was higher when adjusted by perceived sports competence. This finding indicates that perceived sports competence could maximize goal difficulty effectiveness. In conclusion, the goal with high difficulty is more effective for volleyball serve learning than low difficulty, and the perceived sports competence seems to moderate the learning process.
... Traditionally, theories of goal striving have assumed that goal-directed action is facilitated by forming and maintaining explicit cognitive representations of one's goals and intentions (Austin & Vancouver, 1996;Locke & Latham, 2006;Moskowitz & Grant, 2009). From this perspective, we might expect action-oriented people to develop more explicit cognitive representations of their goals and intentions, and to keep these representations more activated throughout their goal pursuits, than state-oriented people. ...
People differ in how readily they enact their intentions. Some people manage to enact very difficult intentions -like writing a book or starting a business- under demanding circumstances -like extreme stress or oppressive bureaucracy. Other people struggle to enact even mundane intentions -like replying to an email or taking out the trash. These individual differences in intention enactment have been the central focus of action-theoretical research. Section 1 of this chapter traces the historical development of the action-theoretical perspective, from prescientific notions to Action Control Theory (ACT; Kuhl, 1984). Section 2 presents an update of ACT in the form of ACTψ (‘act-psi’). According to ACTψ, efficient action control requires the person to use affect regulation to coordinate the interplay of intention memory and intuitive behavior control. Chronic individual differences in affect regulation presumably underlie the personality disposition of action versus state orientation. Section 3 considers the measurement of action versus state orientation. Section 4 reviews research showing that, as compared with state-oriented people, action-oriented people: 1) Enact demanding and self-directed intentions more efficiently in real life and controlled settings; 2) Form, maintain, and update their intentions more readily; 3) Regulate own affective states more rapidly, are better shielded against stress and mental illness, and display more personal growth. Finally, section 5 considers how the action-theoretical perspective complements social-psychological approaches to intention-behavior relations.
... Goals can motivate people to pursue higher achievement. Many studies, including goal-setting theory in industrial/organizational psychology, have shown that high (hard) goals result in higher task performance than easy goals or vague, abstract goals [2]. From where the goals come from, goals can be classified into two categories: self-setting goals and external-setting goals. ...
Theories about goal setting have been around for decades, and most of them focus on external goal setting and the relationship between goal acceptance and performance. This paper aimed to explore the factors that affect goal-setting and achievement from both an internal and external perspective. Using the method of survey, the data shows that the inner factor, or the inner desire, plays a more significant role both in the progress of goal setting and performance. Different genders and ages show divergent choices not in inner factors but in external factors, which implies that inner desire is the most common factor that influences people when making decisions.
... To build cohesive teacher knowledge, leaders should sustain opportunities that increase staff interdependence in joint work surrounding current practices and targeted improvements in best practices (Cantrell & Callaway, 2008;Goddard et al., 2004;Gully et al., 2002;Little, 1990;Newman et al., 1989;Schechter & Qadach, 2012). Cohesive teams who share information tend to reach complex goals, leading to more mastery experiences (Locke & Latham, 2006;Ross et al., 2004). ...
This quantitative study aims to explore the validity of Donohoo et al.’s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.
Introduction. Goal setting is one of the most important universal educational activities of primary students, which involves setting of an educational task related to the student’s mastering of the mode of action. In the context of development of functional literacy, it is necessary to determine which goals are set by children when performing competence-oriented tasks that involve the application of knowledge in real life situations. The research is aimed at studying the goal-setting activity in primary students when solving competenceoriented tasks. Materials and methods. In order to identify the level of development of the goal-setting activity in students, a diagnostic technique that involved solving a competence-oriented mathematical problem and determining the goals for completing this task, was designed. The research involved 478 fourth-grade students (children aged 9.5-10.5 years). Results. An analysis of the diagnostic results has shown that only about 23% of the fourth-grade students (3.1% with a high level and 20.5% with an average level of goal-setting activity) were able to formulate specific learning tasks related to the content of the assignment. Only about 40% of primary students correctly solved a mathematical problem, were able to orient themselves in the proposed life situation and correlate it with mathematical concepts and modes of action. The analysis of the research data has demonstrated that only 38% of primary students who successfully coped with the solution of a competence-oriented mathematical task had a high or medium level of goalsetting activity, which indicated both problems with the verbalization of intuitively perceived learning tasks and problems in organizing the goal-setting activities of students (χ2 = 13.277; p<0.001). Discussion and conclusion. The development of goal-setting activity should become part of the overall work on the mastering by students of all components of educational activity. It is important to perform a gradual transition from goal setting by the teacher to the goal setting by students and independent determination of learning objectives by the student. When organizing such work, it is necessary to set goals at different levels: goals for studying a topic or section of the program; general goals of the lesson; goals associated with the assimilation of new material; goals for performing specific tasks. Particular attention should be paid to the work on setting goals in the process of achieving meta-subject results of primary education related to the functional literacy of students.
Introduction. Over the past decade, teacher-musicians have been intensively mastering the didactic functions of the digital space and digital technologies. However, the demonstration of successful practices for the use of digital resources in music education is not an indicator of the widespread use of these practices. The purpose of this article is to analyze the factors influencing the application of musical pedagogical technologies in music education. Materials and methods. 78 respondents took part in the survey and interviews: 4th-5th year students and teachers of Bunin Yelets State University (Russian Federation), teachers of additional education, music directors, music teachers. When studying the respondents' ideas about the factors influencing the use of music and computer technologies in music education, the level of education and teaching experience of music teachers were taken into account. To study the experience and ideas of respondents about the features of the digitalization of music education, a questionnaire was developed, consisting of 3 blocks: "Motivation and competence", "Support", "Material and technical and digital environment". The Kruskal-Wallis test was used as a method of mathematical statistics. Results. The most developed digital competence in the narrow professional sense is among teachers of higher education (63.7% have a high or above average level), students (57.2%), music teachers (32.4%) and teachers of additional education (19%), the least developed – among music directors (7.7%). The motivational potential is highest among teachers of higher education (90.9% have a high and above average level), students (52.4%), music teachers (37.8%) and teachers of additional education (26.6%). Music-computer technologies are used most intensively in the educational process by music teachers with experience from 3 to 20 years (48.4%). Educational and institutional support for the digital transformation of music education is focused mainly on higher education teachers and music teachers. Availability of equipment is assessed at a high level in universities (100%), and at an average level in schools (61.1%). The largest deficit is observed in the field of preschool education (low level – 1 5.4%, level below average – 84.6%). Scientific novelty. The features of the digital transformation of music education are empirically studied in the context of the factors of the level of education and experience of music teachers. Practical significance. The results of the study can be used in the development of programs for higher education disciplines and additional professional training programs for teachers on the use of music -computer technologies in the educational process.
This article takes a novel approach to thinking about the practice of educative leadership. An intellectual conversation between two academics and a school principal, it seeks to work through questions regarding the practicalities for a school principal in actually advancing educative leadership based on anarcho-syndicalist principles. Taking these questions seriously, the intention of this article is to think through these questions not from the ‘ivory tower’ but in dialogue. The aim was to write something that was more collaborative than an interview but less formal and academic than a philosophical dialogue. Instead, the authors worked together to have an intellectual conversation bringing together philosophical and practical reflection on how educative leadership based on anarcho-syndicalist principles might be imagined and initiated.
Self-employment has been suggested as a way to increase well-being, and a body of research has found evidence that self-employed individuals achieve higher levels of well-being compared to wage employees. However, while there is a general positive association between self-employment and well-being, for specific groups of self-employed/entrepreneurs (e.g., women entrepreneurs, immigrant entrepreneurs, etc.) the relationship between being independent and achieving fulfillment, personal growth, and wellness through their work is complex and multifaceted. This is due to structural limits, societal norms, and contextual limitations that can impede their ability to achieve meaningful work and well-being while being self-employed. This chapter reviews both the promise and the limits of self-employment as a path to well-being for the self-employed with a particular focus on women entrepreneurs and immigrant entrepreneurs.KeywordsWell-beingWork fulfillmentSelf-employmentWomen entrepreneursImmigrant entrepreneurs
First, we focus on ourselves and our expressed enthusiasm to motivate students. Then we go through different forms of motivation: Intrinsic vs. extrinsic motivation (including interest) as well as achievement, power and affiliation motivation. Afterwards we go through the (learning) goals of students for self-motivation and how we can transfer these goals into concrete actions in a Rubicon model of action phases. Finally, these theories and models are transferred into concrete practical examples.
There is a growing interest in researching A Directed Motivational Current or DMC this current period. The interest arose considering that DMC is the newest, unique and phenomenal motivational piece that embodies and elicits very positive and powerful motivational experiences which is constructed individuals or groups to achieve worthy goals with incredible speed, included learning English as the second language (L2). A DMC qualitatively is different from the ongoing motivation of a good students, cause of is relatively short-term, highly intense burst of motivational energy and along with a specific way of a clearly defined destination. A DMC research was popularized less than a decade ago (Dörnyei, Ibrahim & Muir, 2015; Dörnyei, Muir & Ibrahim, 2014; Henry, Davydenko & Dörnyei, 2015; Muir & Dörnyei, 2013) that has been popular in every research conducted in several countries, including in Indonesia EFL tertiary students, although the number found is still small. We started by providing an overview of the structure of the DMC itself, the nature of DMC introducing by Dornyei, who stated that having the nature of DMC, experiences it, can trigger students in receiving their goal. The core dimensions, a foundation, as distinguishing from other motivation term are goal/vision orientedness, salient and facilitative structure and positive emotionality. In addition, the paths for future research in pedagogical reserach direction as an illustration to research on DMC theory also was described, where they might begin and the scope of the future research in the context of EFL students in Indonesian tertiary level. The last is to make DMC a future research agenda. This is to answer the challenges of researchers who summon experts to conduct further research related to DMC in L2, due to the lack of this research in the realm of foreign language learning. Keywords: directed motivational current/DMC, language learner motivation, Future agenda of DMC.
So there is a plan. Someone—perhaps with your help or at your request—has identified an issue they need to address or a behavior they need to change. And with your help, they have worked out what they ought to do instead, the new behavior they now need to display. Goals have been set, development plans written, and dates for a review of progress agreed. Now what?
Application of agile software development methodologies in large-scale organizations is becoming increasingly common. However, working with multiple teams and on multiple products at the same time yields higher coordination and communication efforts compared to single-team settings for which agile methodologies have been designed originally. With the introduction of agile methodologies at scale also comes the need to be able to report progress and performance not only of individual teams but also on higher aggregation of products and portfolios. Due to faster iterations, production of intermediate work results, increased autonomy of teams, and other novel characteristics, agile methodologies are challenging existing reporting approaches in large organizations. Based on 23 interviews with 17 practitioners from a large German car manufacturing company, this case study investigates challenges with reporting in large-scale agile settings. Further, based on insights from the case study, recommendations are derived. We find that combining reporting and agile methodologies in large-scale settings is indeed challenging in practice. Our research contributes to the understanding of these challenges, and points out opportunities for future research to improve reporting in large-scale agile organizations by goal-setting and automation.
The study explores the effects of goal setting on the motivation levels and writing skill development of adult second language learners. It investigates if there is a relationship between students' ability to set goals and their overall proficiency in written expression while enrolled in an immersive language course or tutor experience period. It takes a comprehensive approach to investigate these effects, utilizing principles derived from previous academic literature concerning related topics while employing a mixed-methods methodology. The sample comprises adults attending immersion programs who agree to voluntarily share personal information about their motivations toward learning languages via interviews and surveys about preferred direction goals, both expected novice and intermediate-level writers, aged between 20 and 50 years. The data collected allows us to illustrate how goal-setting practices help develop intrinsic motivations that propel students toward mastery of complex written skills over time. The study's results have practical implications for teachers teaching language learners outside the traditional classroom structure, particularly about encouraging personalized learning experiences that build on individual needs and goals-driven instruction that aligns closely with unique perspectives for learning. Ultimately, the research aims to establish a better understanding of the role of goal setting in adult second language learners' motivation levels and writing proficiency development as crucial factors contributing to linguistic competence development over time.
There is a growing focus on developing person-adaptive strategies to support sustained exercise behavior, necessitating conceptual models to guide future research and applications. This paper introduces Flexible nonlinear periodization (FNLP) - a proposed, but underdeveloped person-adaptive model originating in sport-specific conditioning - that, pending empirical refinement and evaluation, may be applied in health promotion and disease prevention settings. To initiate such efforts, the procedures of FNLP (i.e., acutely and dynamically matching exercise demand to individual assessments of mental and physical readiness) are integrated with contemporary health behavior evidence and theory to propose a modified FNLP model and to show hypothesized pathways by which FNLP may support exercise adherence (e.g., flexible goal setting, management of affective responses, and provision of autonomy/variety-support). Considerations for future research are also provided to guide iterative, evidence-based efforts for further development, acceptability, implementation, and evaluation.
الملخص: تهدف الدراسة إلى تحديد طبيعة ومستوى النزعة الكمالية عند الطلبة المتفوقين في الصف الثاني عشر بالكويت. كما تهدف إلى تحديد نوع النزعة؛ إن كانت سوية أم عصابية، ومِن ثَم اختبار علاقتها بتوكيد الذات. اشتملت أدوات الدراسة على مقياس قائمة الكمالية، ومقياس توكيد الذات التي تم تطبيقها على 173 طالبًا وطالبة من المتفوقين. وأظهرت النتائج أن المتفوقين يميلون إلى الكمالية الحريصة أكثر من الكمالية العصابية، وأن هناك علاقة ارتباطية دالة إحصائيًّا بين الأبعاد الكمالية الحريصة (التخطيط – التنظيم – الرغبة بالتميز)، وتوكيد الذات. كما أن هناك فروقًا ذات دلالة إحصائية بين الذكور والإناث؛ حيث اتضح أن الذكور لديهم نزعة عصابية أكثر من الإناث، وبالأخص في بُعْد الضغوط الوالدية. وأظهرت النتائج أيضًا: أن الذكور أكثر توكيدًا للذات من الإناث. ووجدت الدراسة فروقًا دالة إحصائيًّا في مستويات الكمالية تبعًا لمتغير المذاكرة المنزلية، ومتغير الهدف الأكاديمي. ففي متغير المذاكرة المنزلية، كان الطلاب الذين يقضون ثلاث ساعات أو أكثر في المذاكرة اليومية يتمتعون بمتوسطات حسابية عالية في أبعاد الكمالية الحريصة؛ كالتخطيط والرغبة بالتميز. أما متغير الهدف الأكاديمي، فقد أظهرت النتائج أن الطلاب الذين يخططون إلى الانتساب لكليات طب الأسنان لديهم نزعة كمالية أكبر من الطلاب الذين يخططون للانتساب لكليات أخرى.
Abstract: The study aims to determine the nature and level of perfectionism among the outstanding students in the twelfth grade in Kuwait. It also aims to determine the type of tendency, whether normal or neurotic, and then test its relationship to self-affirmation. The study tools included the perfectionism checklist and the self-affirmation scale, which were applied to 173 gifted male and female students. The results showed that the outstanding students tend to be more keen perfectionists than neurotic perfectionists, and that there is a statistically significant correlation between the dimensions of keen perfectionism (planning - organization - desire for excellence) and self-assertiveness. There are also statistically significant differences between males and females, as it became clear that males have more neurotic tendencies than females, especially in the dimension of parental pressures. The results showed that males are more self-assertive than females. The study found statistically significant differences in the levels of perfectionism, according to the home study variable and the academic goal variable. In the home study variable, the students who spent three hours or more in daily study had high arithmetic averages in the dimensions of keen perfectionism such as planning and the desire for excellence. As for the academic goal variable, the results showed that students who plan to enroll in dental colleges have a greater perfectionist tendency than students who plan to enroll in other colleges.
Uniting separate research streams on situational and dispositional goals, we investigated goal setting and goal orientation together in a complex business simulation. A specific learning goal led to higher performance than did either a specific performance goal or a vague goal. Goal orientation predicted performance when the goal was vague. The performance goal attenuated correlations between goal orientation and performance. The correlation between a learning goal orientation and performance was significant when a learning goal was set. Self-efficacy and information search mediated the effect of a learning goal on performance. Goal setting studies have their roots in organizational psychology, in contrast to research on goal orientation, which has roots in educational psychology. The focus of goal orientation studies is primarily on ability, whereas that of goal setting is on motivation. Consequently, the tasks used in goal setting research are typically straightforward for research participants, as the emphasis is primarily on effort and persistence. The tasks used in studies of goal orientation are usually complex, as the focus is on the acquisition of knowledge and skill. Performance is a function of both ability and motivation. Yet one research camp rarely takes into account findings by the other. The result is increasing confusion in the literature between a performance goal and a performance goal orientation; between the roles of situational as opposed to dis-positional goals as determinants of behavior; the circumstances in which a learning goal versus a learning goal orientation is likely to increase performance ; and whether goal orientation is a mod-erator of the goal-performance relationship. The purpose of the experiment reported here was to draw connections between these two related yet separate streams of work in organizational behavior , namely, goal setting and goal orientation.
Previous research on entrepreneurship as well as goal, social-cognitive, and leadership theories has guided hypotheses regarding the relationship between entrepreneurial traits and skill (passion, tenacity, and new resource skill) and situationally specific motivation (communicated vision, self-efficacy, and goals) to subsequent venture growth. Data from 229 entrepreneur-chief executive officers and 106 associates in a single industry were obtained in a 6-year longitudinal study. Structural equation modeling revealed a web of relationships that impact venture growth. Goals, self-efficacy, and communicated vision had direct effects on venture growth, and these factors mediated the effects of passion, tenacity, and new resource skill on subsequent growth. Furthermore, communicated vision and self-efficacy were related to goals, and tenacity was related to new resource skill.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory’s limitations.
Examined the effect of self-set personal and assigned group goal setting on an individual's behavior in 3- and 7-person groups confronted with a social dilemma. 274 Ss earned between $1.82 and $4.94 by investing money in either a personal account or a group account. Self-set personal goals that were compatible with an assigned group goal led to higher group performance than self-set incompatibly high ("greedy") personal goals. Collective-efficacy in making money, outcome expectancies that cooperation with others leads to the attainment of the group's goal, and group goal commitment correlated positively with group performance. Ss in 7-person groups (N = 28) were less cooperative than those in 3-person groups (N = 26). Ss in 7-person groups had lower collective-efficacy, lower outcome expectancies, and lower commitment to the group goal than did Ss in 3-person groups. Furthermore, individual performance in 7-person groups was significantly lower than individual performance in 3-person groups. A social dilemma appears to be a boundary condition for the normally positive effect of group goal setting on group performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Whether you're a manager, company psychologist, quality control specialist, or involved with motivating people to work harder in any capacity—Locke and Latham's guide will hand you the keen insight and practical advice you need to reach even your toughest cases. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In a 3-year longitudinal study with a sample of N=82 young professionals (44% male; age range: 28–39 years), self-reported progress in the pursuit of personal goals was associated with affective well-being, work satisfaction, and subjective developmental success in the work domain. Goal progress, however, did not predict an increase in affective well-being and work satisfaction. Four constructs – goal difficulty, current work involvement, positive fantasies, and goal progress in the private domain – were selected to analyse their potentially moderating effect on the link between goal progress and well-being increases. Goal difficulty evinced the clearest moderating effects. Goal difficulty predicted change in all outcome criteria, that is, only adults who perceived their goals as difficult to reach also reported a change in positive and negative affect, job satisfaction, and subjective developmental success over a period of 3 years.
The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.
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.
In an attempt to extend past goal setting research, the present study examined the influence of goal-performance discrepancies (GPDs), causal attributions, and temporal factors on the process of dynamic self-regulation. Goal revision processes were examined longitudinally in a sample of 100 varsity-level college track and field athletes over the course of an 8-week competitive season. The results indicate that an individual's GPD significantly predicted the amount of goal revision engaged in by the athletes, such that participants were more likely to lower their competition (proximal) and season (distal) goals when they failed to reach these goals and their respective GPDs were large. However, as hypothesized, this relationship was moderated by stability attributions and the temporal location of the individual with respect to the time period allotted for goal attainment. Implications for future research in the area of goal setting and dynamic self-regulation are discussed.
When working as a member of a team, individuals must make decisions concerning the allocation of resources (e.g., effort) toward individual goals and team goals. As a result, individual and team goals, and feedback related to progress toward these goals, should be potent levers for affecting resource allocation decisions. This research develops a multilevel, multiple-goal model of individual and team regulatory processes that affect the allocation of resources across individual and team goals resulting in individual and team performance. On the basis of this model, predictions concerning the impact of individual and team performance feedback are examined empirically to evaluate the model and to understand the influence of feedback on regulatory processes and resource allocation. Two hundred thirty-seven participants were randomly formed into 79 teams of 3 that performed a simulated radar task that required teamwork. Results support the model and the predicted role of feedback in affecting the allocation of resources when individuals strive to accomplish both individual and team goals.
The reported research examines the moderating effects of role overload on the antecedents and consequences of self-efficacy and personal goal level in a longitudinal study conducted in an industrial selling context. The results indicate that role overload moderates the antecedent effect of perceived organizational resources on self-efficacy beliefs. They also show that role overload moderates the direct effects of both self-efficacy and goal level on performance, such that these relationships are positive when role overload is low but not significant when role overload is high. Further, the results reveal a pattern of moderated mediation, in which goal level mediates the indirect effect of self-efficacy on performance when role overload is low but not when it is high. Implications for theory and managerial practice are discussed.
The authors conducted 2 studies of subconscious goal motivation. First, the authors ran a pilot study to establish the effects of priming of subconscious goals on a performance task frequently used in goal setting research. Second, the authors conducted the main study in which the authors examined the effects of both priming of subconscious goals and assigned conscious goals on the same performance task. The authors found significant main effects of both manipulations and a significant interaction between subconscious and conscious goals. The effects of conscious difficult and do-best goals were enhanced by subconscious goals, although conscious easy goals were not affected. All effects from the main study still held after 1 day.
The effects of learning versus outcome distal goals in conjunction with proximal goals were investigated in a laboratory setting using a class-scheduling task. The participants (n = 96) needed to acquire knowledge in order to perform the task correctly. A ‘do your best’ outcome goal led to higher performance than the assignment of a specific, difficult outcome goal. However, the assignment of a specific, difficult learning goal led to higher performance than urging people to ‘do their best.’ Goal commitment was higher in the learning goal than in the outcome goal condition. The correlation between task-relevant strategies discovered and performance was positive and significant. The number of task-relevant strategies implemented by participants assigned a distal learning goal in conjunction with proximal goals was higher than in any other goal condition. Setting a distal outcome or learning goal that included proximal outcome goals, however, did not lead to higher performance than the setting of a distal outcome or learning goal alone. Self-efficacy correlated significantly with performance, and this effect was mediated through strategy development. Furthermore, the discovery of task-relevant strategies affected self-efficacy through an increase in performance. Copyright © 2001 John Wiley & Sons, Ltd.
This study tested the situational effects of goals and stress on the performance of complex tasks and on adaptation to change in the task. Difficult goals often exceed the individual's resources and thus create stress. However, stress may be appraised as either challenge or threat. Challenge is experienced when there is an opportunity for self-growth with available coping strategies, whereas threat is experienced when the situation is perceived as leading to failure with no available strategies to cope with it. We hypothesized that participants who appraised the situation as a challenge would perform better and adapt better to changes under difficult goal conditions, as compared with general goals or strategy goals. By contrast, threat appraisals would be better addressed by strategy goals rather than difficult goals. One hundred and fifty five students performed a task, which required their making predictions concerning the value of 120 companies' stocks based on three manipulated cues. We used a three by three by two factorial design in which goals, stress, and change (as a repeated factor) were varied to test the hypotheses. Results supported the main hypotheses and demonstrated that the same level of goal difficulty may lead to high or low performance and adaptation to change depending on the appraisal of the situation as challenging or threatening. The theoretical and practical implications of these findings are further discussed.
Halfway through a 3-hour experiment in which 64 3-person teams needed to make a series of decisions, a communications channel began to deteriorate, and teams needed to adapt their system of roles in order to perform effectively. Consistent with previous research, team composition with respect to members' cognitive ability was positively associated with adaptation. Adaptation was also influenced by interactions of team goal difficulty and team composition with respect to team members' goal orientation. Teams with difficult goals and staffed with high-performance orientation members were especially unlikely to adapt. Teams with difficult goals and staffed with high-learning orientation members were especially likely to adapt. Supplemental analyses provided insight into the observed effects in that the difficulty of team goals and members' goal orientation predicted interpersonal, transition, and action processes, all of which predicted team adaptation.
Much of social life is experienced through mental processes that are not intended and about which one is fairly oblivious. These processes are automatically triggered by features of the immediate social environment, such as the group memberships of other people, the qualities of their behavior, and features of social situations (e.g., norms, one's relative power). Recent research has shown these nonconscious influences to extend beyond the perception and interpretation of the social world to the actual guidance, over extended time periods, of one's important goal pursuits and social interactions.
The effect of learning, distal, and proximal goals on MBA self-efficacy and satisfaction
- G P Latham
- T C Brown
Latham, G.P., & Brown, T.C. (in press). The effect of learning, distal, and
proximal goals on MBA self-efficacy and satisfaction. Applied
Psychology: An International Review.