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Goal Orientation (goal + orientation)
Selected AbstractsINTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATIONPERSONNEL PSYCHOLOGY, Issue 2 2003DOERTE HEIMBECK Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions. [source] Entrepreneurial Dispositions and Goal Orientations: A Comparative Exploration of United States and Russian EntrepreneursJOURNAL OF SMALL BUSINESS MANAGEMENT, Issue 1 2003Wayne H. Stewart Jr. We refine and extend the study of entrepreneurial dispositions by linking three classic hallmarks of the entrepreneur,achievement motivation, risk,taking propensity, and preference for innovation,to the goal orientations of United States and Russian entrepreneurs. The results suggest that entrepreneurial dispositions vary according to culture and the entrepreneur's primary goal for the venture. The results have important implications for theoretical development linking dispositions and entrepreneurial behavior in different settings and for entrepreneurial education and government policy. [source] Sex differences in school achievement: what are the roles of personality and achievement motivation?EUROPEAN JOURNAL OF PERSONALITY, Issue 3 2008Ricarda Steinmayr Abstract It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M,=,16.94 years; SD,=,0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self-concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender-specific associations between predictors and grades. Agreeableness, work avoidance, ability self-concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self-concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd. [source] Minimal and maximal goal orientation and reactions to norm violationsEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2009Immo Fritsche Violations of social norms can either be evaluated in an absolute or in a gradual fashion depending on whether group goals are represented as minimal or maximal goals. Recent research has shown that absolute versus gradual deviations lead to increased levels of demanded punishment and inclination to exclude the deviant from the respective moral community. In this article, we investigate whether individual differences in orientation towards setting goals in either minimal or maximal terms predict reactions to norm violation. In three studies we found that a dominant minimal goal orientation (MIN) relative to maximal goal orientation (MAX) increased punishment inclinations and social exclusion tendencies towards norm violators. These effects were mediated by affective reaction and proved to be unique goal orientation effects when possible effects of need for closure, intolerance of ambiguity and regulatory focus were controlled for. Copyright © 2008 John Wiley & Sons, Ltd. [source] Reactions to skill assessment: The forgotten factor in explaining motivation to learnHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 1 2007Bradford S. Bell The study presented here examined the effects of trainees' reactions to skill assessment on their motivation to learn. A model was developed that suggests that two dimensions of trainees' assessment reactions, distributive justice and utility, influence training motivation and overall training effectiveness. The model was tested using a sample of individuals (N = 113) enrolled in a truck driving training program. Results revealed that trainees who perceived higher levels of distributive justice and utility had higher motivation to learn. Training motivation was found to significantly predict several measures of training effectiveness. Trainees' performance on the pretraining assessment and trait goal orientation exhibited direct and interactive effects on their reactions to the skill assessment. Implications of these findings for future research on reactions to skill assessments are identified, along with the practical implications for the design and conduct of training needs assessment. [source] Effects of Trainee Characteristics on Training EffectivenessINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 2 2007Aharon Tziner Six employee characteristics (conscientiousness, self-efficacy, motivation to learn, learning goal orientation, performance goal orientation, instrumentality) and one work environment characteristic (transfer of training climate) were captured for 130 trainees in a large industrial company in an attempt to predict training effectiveness (training grade, supervisor evaluation of the application of training). The results strongly support the predicted links, although not all the predictor variables contributed a statistically significant share of the explained variance of the training outcomes. Motivation to learn and learning goal orientation were found to contribute most to predicting training outcomes. The implications of the results are discussed and the limitations of the study are noted, along with suggested avenues for future research. [source] The moderating effect of individual differences on the relationship between the framing of training and interest in trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2009Cody B. Cox The moderating effect of individual differences on the relationship between framing training as ,basic' or ,advanced' and interest in training was examined for technical and nontechnical content areas. Participants were 109 working-age adults (mean age = 38.14 years, SD = 12.20 years). Self-efficacy and goal orientation were examined as moderators. Results showed a three-way interaction between performance orientation (a dimension of goal orientation reflecting the desire to demonstrate competence in an achievement setting), age, and frame for technical training and a three-way interaction between performance orientation, self-efficacy, and frame for nontechnical training. Implications for future research as well as framing training to enhance interest are discussed. [source] Individualism,collectivism and the role of goal orientation in organizational trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2009Altovise Rogers This research examines how individualism,collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers who were undergoing technical training. In light of contemporary views of individualism,collectivism, we argue that collectivism will moderate the influence of learning and performance goal orientations on training by shaping the impact of one's perceived social context on existing performance concerns and goals. Using a sample from a large multinational corporation, we examined the effects of individualism,collectivism and goal orientation on training transfer intentions, motivation to learn, and test performance. Mixed support for our hypotheses was found. Collectivists were found to exhibit higher levels of training transfer intentions and motivation to learn. However, when collectivism was combined with a performance goal orientation, its effects on training outcomes were diminished. Applications for organizations and future extensions of the present research are discussed. [source] Exploring the role of goal theory in understanding training motivationINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2008Rebecca Smith A model to test conceptions from goal theory within an existing framework of training motivation was developed and tested with employees participating in training in a non-profit organization. It was hypothesized that goal orientation ('distal factors') along with self-efficacy, expectancy and valence (,proximal factors') would predict goal intentions as well as training outcomes such as affective responses to training, perceptions of training utility and intention to transfer or use the training provided. Results revealed that goal orientation predicted a significant proportion of variance in the proximal antecedents (valence (33 per cent), expectancy (39 per cent) and self-efficacy (31 per cent)) whereas the proximal antecedents explained 43 per cent of the variance in goal intentions. In turn, goal intentions were related to training outcomes (affect (b = 0.7), utility (b = 0.6) and transfer intention (b = 0.5)). Goal intentions mediated the relationship between proximal antecedents and training outcomes, providing evidence that goal intentions play a pivotal role in the causal path from proximal factors to training outcomes. Valence alone was found to be a significant mediator of the relationship between goal orientation and goal intentions. [source] Relationships between prior experience of training, gender, goal orientation and training attitudesINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2007Anupama Narayan Relationships were examined between prior experience with training, goal orientation, gender and training attitudes. Participants (n = 165) had a minimum of six months of work experience. Results from regression analyses indicated that mastery-approach goal orientation had a beneficial effect on training attitudes for men but not for women. In addition, prior experience with training had a beneficial effect on training attitudes, and women had more favorable attitudes than men. The results provide initial evidence that gender moderates goal orientation effects in training contexts. [source] Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grantJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Sharon Lynch This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre-, post-, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n,=,1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale-up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912,946, 2005 [source] INTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATIONPERSONNEL PSYCHOLOGY, Issue 2 2003DOERTE HEIMBECK Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions. [source] The relationship between motivation, learning strategies and choice of environment whether traditional or including an online componentBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2010Karen Clayton This study examined how students' achievement goals, self-efficacy and learning strategies influenced their choice of an online, hybrid or traditional learning environment. One hundred thirty-two post-secondary students completed surveys soliciting their preferences for learning environments, reasons for their preference, their motivational orientation towards learning and learning strategies used. Findings indicated that most students preferred traditional learning environments. This preference was based on how well the environment matched their personal learning style and engaged them as students. Discriminant analyses indicated significant differences in motivational beliefs and learning strategies; students who preferred traditional environments showed a mastery goal orientation and greater willingness to apply effort while learning. Students who preferred less traditional environments presented as more confident that they could manage a non-traditional class. These findings have implications for understanding students' motivation for learning in diverse educational settings. [source] Individualism,collectivism and the role of goal orientation in organizational trainingINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 3 2009Altovise Rogers This research examines how individualism,collectivism and goal orientation impact training effectiveness through study of an internationally diverse sample of engineers who were undergoing technical training. In light of contemporary views of individualism,collectivism, we argue that collectivism will moderate the influence of learning and performance goal orientations on training by shaping the impact of one's perceived social context on existing performance concerns and goals. Using a sample from a large multinational corporation, we examined the effects of individualism,collectivism and goal orientation on training transfer intentions, motivation to learn, and test performance. Mixed support for our hypotheses was found. Collectivists were found to exhibit higher levels of training transfer intentions and motivation to learn. However, when collectivism was combined with a performance goal orientation, its effects on training outcomes were diminished. Applications for organizations and future extensions of the present research are discussed. [source] Examining Situationally Induced State Goal Orientation Effects on Task Perceptions, Performance, and Satisfaction: A Two-Dimensional Conceptualization,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 2 2008Debra Steele-Johnson We examined the longitudinal effects of situationally induced 2-dimensional state goal orientations (i.e., achievement goals) on perceptions, performance, and satisfaction. Results (N = 268) indicated that high state learning cues led to higher perceived challenge and, for higher ability individuals, greater performance gains. Further, high state performance cues led to higher perceived effort. However, results revealed that state learning and performance effects were more complex than expected. State learning effects on challenge and state performance effects on effort were both stronger with other cues absent. Additionally, increasingly beneficial state learning cue effects were stronger for higher ability individuals. Thus, results provided support that state learning and performance goals are separate dimensions, and their interactive effects need further examination. [source] Entrepreneurial Dispositions and Goal Orientations: A Comparative Exploration of United States and Russian EntrepreneursJOURNAL OF SMALL BUSINESS MANAGEMENT, Issue 1 2003Wayne H. Stewart Jr. We refine and extend the study of entrepreneurial dispositions by linking three classic hallmarks of the entrepreneur,achievement motivation, risk,taking propensity, and preference for innovation,to the goal orientations of United States and Russian entrepreneurs. The results suggest that entrepreneurial dispositions vary according to culture and the entrepreneur's primary goal for the venture. The results have important implications for theoretical development linking dispositions and entrepreneurial behavior in different settings and for entrepreneurial education and government policy. [source] INTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATIONPERSONNEL PSYCHOLOGY, Issue 2 2003DOERTE HEIMBECK Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions. [source] The effects of competition and competitiveness on cardiovascular activityPSYCHOPHYSIOLOGY, Issue 4 2001Lesley K. Harrison Cardiovascular activity was measured at resting baseline and in response to a car racing game, undertaken in competition or in cooperation with an experimenter, or individually. Competitiveness and win and goal orientations were assessed by questionnaire. Competition provoked increases in blood pressure and heart rate, and a significant shortening of the preejection period, an index of enhanced beta-adrenergic influences on the heart. The cooperation task was largely without effect, and although the solo task affected cardiovascular activity, it did so to a lesser extent and much less consistently than did the competition task. The three task conditions, then, were largely distinguishable by their capacity to activate beta-adrenergic processes. Participants high in competitiveness and desire to win showed higher blood pressure reactions and greater shortening of the preejection period to competition than those low in these characteristics. [source] | ||||||||||||||||