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A Motivated Action Theory Account of Goal Orientation
"... Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the cur ..."
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Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the current goal orientation literature is in a state of conceptual and methodological disarray. This presentation reviews the goal orientation literature and identifies numerous conceptual ambiguities, including definitional inconsistencies, dimensional inconsistencies, and inconsistencies in the conceptualization of stability. These conceptual ambiguities result in a confusing array of goal orientation measures and manipulations and ultimately an incoherent empirical database. A dynamic self-regulation model of goal orientation, termed motivated action theory, is presented to integrate the various conceptual perspectives and to provide guidelines for future goal orientation research.
Achievement goals, performance contingencies, and performance attainment: An experimental test
- UNIV OF ROCHESTER LIBRARY on July 30, 2013 Personality and Social Psychology Bulletin 39(6
, 2005
"... This research examines the effect of achievement goals on performance attainment and the moderating role of performance contingencies. Results from 3 experiments strongly support the authors ’ hypotheses. Performance-avoidance goals undermined performance relative to performance-approach and mastery ..."
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Cited by 38 (6 self)
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This research examines the effect of achievement goals on performance attainment and the moderating role of performance contingencies. Results from 3 experiments strongly support the authors ’ hypotheses. Performance-avoidance goals undermined performance relative to performance-approach and mastery goals, regardless of contingency condition. Performance-approach goals had a more positive effect on performance than did mastery goals in the presence, but not in the absence, of a contingency. Furthermore, the presence of a contingency accentuated the effects of performance-based goals on performance and had little impact on the effect of mastery goals on performance. These results speak directly to a current conundrum in the achievement goal literature and highlight the need for a rigorous, systematic examination of the link between achievement goals and performance that takes into consideration features of the achievement task, context, and situation.
Academic motivation and achievement among urban adolescents
- JOURNAL OF EDUCATIONAL PSYCHOLOGY
, 2007
"... Although researchers report that motivational variables, such as interest and self-efficacy, positively relate to forms of achievement (e.g., standardized test scores, grades, number of problems solved correctly), other studies indicate that motivation’s contribution to achievement is not consistent ..."
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Cited by 15 (0 self)
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Although researchers report that motivational variables, such as interest and self-efficacy, positively relate to forms of achievement (e.g., standardized test scores, grades, number of problems solved correctly), other studies indicate that motivation’s contribution to achievement is not consistent. Fewer stud-ies, however, have examined these connections within African American samples. This 2-year, cross-sectional investigation of eighth- and ninth-grade students specifically focused on motivation and GPA in a large, urban, pre-dominantly African American, school district in the Midwest. Regression analyses of self-report levels of three motivational variables (i.e., self-efficacy beliefs, goal orientations, and domain interest) revealed that signifi-cant gender differences existed in goal orientation and achievement scores in both grades. Furthermore, self-efficacy and learning goals contributed to domain interests but the predictive value of these three motivational variables on achievement differed at each grade level.
To win, or not to lose, at any cost: The impact of achievement goals on cheating.
- British Journal of Management,
, 2011
"... We examined the relations between achievement goals and cheating in two studies. The findings from Study 1 show that the extent to which people intend to behave unethically in the areas of work, sport and education is a function of their dominant achievement goals in these particular settings. An e ..."
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We examined the relations between achievement goals and cheating in two studies. The findings from Study 1 show that the extent to which people intend to behave unethically in the areas of work, sport and education is a function of their dominant achievement goals in these particular settings. An even more important addition to the extant literature may be the finding from Study 2 that imposing achievement goals on individuals affects actual cheating behaviour during task performance. Consistent across both studies, performance-based goals (i.e. goals grounded in an interpersonal standard) were more strongly associated with cheating than mastery-based goals (i.e. goals grounded in an intrapersonal standard). We conclude that recognizing and understanding the effects of achievement goals on cheating behaviour may enable business leaders, organizations and their employees to create ethical organizations.
The Joint Impact of Achievement Goals and Performance Feedback on Information Giving
"... This research examined how performance feedback moderates the effects of individuals’ achievement goals on information exchange when carrying out a novel and complex task. Experiment 1 demonstrated that mastery goal individuals who received positive performance feedback gave less modified informatio ..."
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Cited by 3 (2 self)
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This research examined how performance feedback moderates the effects of individuals’ achievement goals on information exchange when carrying out a novel and complex task. Experiment 1 demonstrated that mastery goal individuals who received positive performance feedback gave less modified information about their task performance to their exchange partner relative to both mastery goal individuals who received negative feedback and performance goal individuals (who received either negative or positive feedback). In Experiment 2, we found that relative to performance goals, mastery goals led to a stronger reciprocity orientation and a weaker exploitation orientation. Also, mastery goal individuals provided information of higher quality than performance goal individuals, thereby explaining the observed findings in Experiment 1. Information exchange may be helpful to acquire task-related problem solutions, particularly when people are engaged in carrying out new and complex tasks. However, the ability to give meaningful task-related information to others at a certain point during task
An Approach to Understand, Capture and Nurture Creativity and
- Innovation Knowledge” Proc. 15th Australasian Conference on Information Systems (ACIS2005) Nov 30-Dec 2nd
, 2005
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Innovation Knowledge Acquisition: The Tacit Knowledge of Novices, PP
, 2006
"... Abstract: Innovation has become recognized as a key factor in the success and even sustainability of an organization but solutions to acquiring knowledge related to innovation are lacking. Strategies such as multidisciplinary teams, suggestion boxes and incentive schemes, flat organizational struct ..."
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Abstract: Innovation has become recognized as a key factor in the success and even sustainability of an organization but solutions to acquiring knowledge related to innovation are lacking. Strategies such as multidisciplinary teams, suggestion boxes and incentive schemes, flat organizational structures allowing the mail clerk access to the CEO are some of the techniques employed in industry. In this paper, we suggest a psychology-based technique using scenarios to measure innovation expertise. To date we have used our inventory on a novice population, but will soon administer it to an expert population. We present the findings to one of the scenarios and note that the results are contrary to what was actually done or suggested by the innovator.
MOTIVATION, GOALS, ACHIEVEMENT AND INTEREST – ABD-EL-FATTAH & PATRICK 91
"... The relationship among achievement motivation orientations, achievement goals, and academic achievement and interest: A multiple mediation analysis ..."
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The relationship among achievement motivation orientations, achievement goals, and academic achievement and interest: A multiple mediation analysis
Goals, Strategies, and Group Performance: Some Limits of Goal Setting in Groups
"... Based on Mitchell and Silver’s (1990) tower-building paradigm, the authors performed two experiments on multilevel quantity goals, strategies, and performance in task-interdependent groups. The study compared four goal types: IG (individual goal), GG (group goal), IG + GG (individual + group goal), ..."
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Based on Mitchell and Silver’s (1990) tower-building paradigm, the authors performed two experiments on multilevel quantity goals, strategies, and performance in task-interdependent groups. The study compared four goal types: IG (individual goal), GG (group goal), IG + GG (individual + group goal), and NSG (nonspecific goal). IG yielded low cooperation and performance, whereas, unexpectedly, NSG yielded high cooperation and performance. To explain this finding, we discerned two goal-setting components: Goal referent (performance-level targeted; individual/group) and goal specificity. Mediation analyses suggest that referent triggers a cooperation/competition mechanism, explaining the lower IG performance, whereas specificity triggers a speed/ accuracy mechanism, explaining the higher NSG performance. We conclude that individual goals can interfere with cooperative processes and group performance, and, for time-constrained interdependent tasks requiring speed and accuracy, specific difficult quantity goals may promote risk taking, thereby obstructing goal attainment.
The Interpretive Pathway of Team Decision Making
, 2015
"... Part of the Business Commons This Dissertation is brought to you for free and open access by the Arts & Sciences at Washington University Open Scholarship. It has been accepted for inclusion in Arts & Sciences Electronic Theses and Dissertations by an authorized administrator of Washington U ..."
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Part of the Business Commons This Dissertation is brought to you for free and open access by the Arts & Sciences at Washington University Open Scholarship. It has been accepted for inclusion in Arts & Sciences Electronic Theses and Dissertations by an authorized administrator of Washington University Open Scholarship. For more information, please contact
