Continuum of Counseling Goals: A Framework for Differentiating Counseling Strategies.

ERIC Educational Resources Information Center

Bruce, Paul

1984-01-01

Presents counseling goals in a developmental continuum similar in concept to Maslow's hierarchy of needs. Discusses ego development goals, socialization goals, developmental goals, self-esteem goals, and self-realization goals and describes characteristics and implications of the continuum. (JAC)

Relations between Classroom Goal Structures and Students' Goal Orientations in Mathematics Classes: When Is a Mastery Goal Structure Adaptive?

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Federici, Roger A.

2016-01-01

The purpose of this study was to test possible interactions between mastery and performance goal structures in mathematics classrooms when predicting students' goal orientations. More specifically, we tested if the degree of performance goal structure moderated the associations between mastery goal structure and students' goal orientations.…

Dynamics of multiple-goal pursuit.

PubMed

Louro, Maria J; Pieters, Rik; Zeelenberg, Marcel

2007-08-01

The authors propose and test a model of multiple-goal pursuit that specifies how individuals allocate effort among multiple goals over time. The model predicts that whether individuals decide to step up effort, coast, abandon the current goal, or switch to pursue another goal is determined jointly by the emotions that flow from prior goal progress and the proximity to future goal attainment, and proximally determined by changes in expectancies about goal attainment. Results from a longitudinal diary study and 2 experiments show that positive and negative goal-related emotions can have diametrically opposing effects on goal-directed behavior, depending on the individual's proximity to goal attainment. The findings resolve contrasting predictions about the influence of positive and negative emotions in volitional behavior, critically amend the goal gradient hypothesis, and provide new insights into the dynamics and determinants of multiple-goal pursuit.

The nonconscious cessation of goal pursuit: when goals and negative affect are coactivated.

PubMed

Aarts, Henk; Custers, Ruud; Holland, Rob W

2007-02-01

Extending on the recent investigation into the implicit affective processes underlying motivation and decision making, 5 studies examined the role of negative affect in moderating goal priming effects. Specifically, experimental effects on measures that typify motivational qualities of goal systems, such as keeping a goal at a heightened level of mental accessibility and exerting effort to work for a goal and experiencing desire to attain the goal, showed that the motivation and resultant operation of social goals cease when these goals are primed in temporal proximity of negatively valenced information. These goal cessation effects resulting from the mere coactivation of a goal and negative affect are discussed against the background of present research on nonconscious goal pursuit and the role of accessibility and desirability in the regulation of automatic goal-directed behavior. ((c) 2007 APA, all rights reserved).

How do we deal with multiple goals for care within an individual patient trajectory? A document content analysis of health service research papers on goals for care

PubMed Central

Berntsen, G K R; Gammon, D; Steinsbekk, A; Salamonsen, A; Foss, N; Ruland, C; Fønnebø, V

2015-01-01

Objectives Patients with complex long-term needs experience multiple parallel care processes, which may have conflicting or competing goals, within their individual patient trajectory (iPT). The alignment of multiple goals is often implicit or non-existent, and has received little attention in the literature. Research questions: (1) What goals for care relevant for the iPT can be identified from the literature? (2) What goal typology can be proposed based on goal characteristics? (3) How can professionals negotiate a consistent set of goals for the iPT? Design Document content analysis of health service research papers, on the topic of ‘goals for care’. Setting With the increasing prevalence of multimorbidity, guidance regarding the identification and alignment of goals for care across organisations and disciplines is urgently needed. Participants 70 papers that describe ‘goals for care’, ‘health’ or ‘the good healthcare process’ relevant to a general iPT, identified in a step-wise structured search of MEDLINE, Web of Science and Google Scholar. Results We developed a goal typology with four categories. Three categories are professionally defined: (1) Functional, (2) Biological/Disease and (3) Adaptive goals. The fourth category is the patient's personally defined goals. Professional and personal goals may conflict, in which case goal prioritisation by creation of a goal hierarchy can be useful. We argue that the patient has the moral and legal right to determine the goals at the top of such a goal hierarchy. Professionals can then translate personal goals into realistic professional goals such as standardised health outcomes linked to evidence-based guidelines. Thereby, when goals are aligned with one another, the iPT will be truly patient centred, while care follows professional guidelines. Conclusions Personal goals direct professional goals and define the success criteria of the iPT. However, making personal goals count requires brave and wide-sweeping attitudinal, organisational and regulatory transformation of care delivery. PMID:26656243

Patient-Centered Goal Setting in a Hospital-Based Outpatient Stroke Rehabilitation Center.

PubMed

Rice, Danielle B; McIntyre, Amanda; Mirkowski, Magdalena; Janzen, Shannon; Viana, Ricardo; Britt, Eileen; Teasell, Robert

2017-09-01

Goal-setting can have a positive impact on stroke recovery during rehabilitation. Patient participation in goal formulation can ensure that personally relevant goals are set, and can result in greater satisfaction with the rehabilitation experience, along with improved recovery of stroke deficits. This, however, not yet been studied in a stroke outpatient rehabilitation setting. To assess patient satisfaction of meeting self-selected goals during outpatient rehabilitation following a stroke. Retrospective chart review. Stroke patients enrolled in a multidisciplinary outpatient rehabilitation program, who set at least 1 goal during rehabilitation. Patients recovering from a stroke received therapy through the outpatient rehabilitation program between January 2010 and December 2013. Upon admission and discharge from rehabilitation, patients rated their satisfaction with their ability to perform goals that they wanted to achieve. Researchers independently sorted and labeled recurrent themes of goals. Goals were further sorted into International Classification of Functioning, Disability and Health (ICF) categories. To compare the perception of patients' goal satisfaction, repeated-measures analysis of variance was conducted across the 3 ICF goal categorizations. Goal satisfaction scores. A total of 286 patients were included in the analysis. Patient goals concentrated on themes of improving hand function, mobility, and cognition. Goals were also sorted into ICF categories in which impairment-based and activity limitation-based goals were predominant. Compared to activity-based and participation-based goals, patients with impairment-based goals perceived greater satisfaction with meeting their goals at admission and discharge (P < .001). Patient satisfaction in meeting their first-, second-, and third-listed goals each significantly improved by discharge from the rehabilitation program (P < .001). Within an outpatient stroke rehabilitation setting, patients set heterogeneous goals that were predominantly impairment based. Satisfaction in achieving goals significantly improved after receiving therapy. The type of goals that patients set were related to their goal satisfaction scores, with impairment-based goals being rated significantly higher than activity-based and participation-based goals. III. Copyright © 2017 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Interpersonal goals and change in anxiety and dysphoria in first-semester college students.

PubMed

Crocker, Jennifer; Canevello, Amy; Breines, Juliana G; Flynn, Heather

2010-06-01

Two longitudinal studies examined the associations between interpersonal goals (i.e., self-image and compassionate goals) and anxiety and dysphoria (i.e., distress). In Study 1, 199 college freshmen (122 women, 77 men) completed 12 surveys over 12 weeks. Compassionate goals predicted decreased distress, and self-image goals predicted increased distress from pretest to posttest when distress was assessed as anxiety, dysphoria, or a composite, and when the goals were worded as approach goals, avoidance goals, or a composite. In Study 2, 115 first-semester roommate pairs (86 female and 29 male pairs) completed 12 surveys over 12 weeks. Compassionate and self-image goals predicted distress in same-week, lagged-week, and pretest-to-posttest analyses; effects of compassionate goals remained significant when the authors controlled for several known risk factors. Having clear goals consistently explained the association between compassionate goals but not self-image goals and distress. Results supported a path model in which compassionate goals predict increased support given to roommates, which predicts decreased distress. Results also supported a reciprocal association; chronic distress predicted decreased compassionate and increased self-image goals from pretest to posttest, and weekly distress predicted decreased compassionate goals the subsequent week. The results suggest that compassionate goals contribute to decreased distress because they provide meaning and increase support given to others. Distress, in turn, predicts change in goals, creating the potential for upward and downward spirals of goals and distress. (c) 2010 APA, all rights reserved).

Veterans' Pain Management Goals: Changes During the Course of a Peer-led Pain Self-Management Program

PubMed Central

Bauer, Sarah M.; McGuire, Alan B.; Kukla, Marina; McGuire, Shannon; Bair, Matthew J.; Matthias, Marianne S.

2017-01-01

Objective Goal setting is a common element of self-management support programs; however, little is known about the nature of patients' goals or how goals change during pain self-management. The purpose of the current study is to explore how patients' goals and views of goal setting change over the course of a peer-led pain self-management program. Methods Veterans (n = 16) completing a 4-month peer-led pain self-management program completed semi-structured interviews at baseline and follow-up regarding their goals for their pain. Interviews were analyzed using immersion/crystallization. Results Analyses revealed six themes: motivation to do something for their pain, more goal-oriented, actually setting goals, clarity of goal importance, more specific/measurable goal criteria, and more specific/measurable strategies. Conclusion The current analyses illustrate how participants' goals can evolve over the course of a peer-led pain self-management program. Specifically, increased motivation, more openness to using goals, greater clarity of goal importance, more specific and measurable goals and strategies, and the influence of the peer coach relationship were described by participants. Practice implications Pain self-management interventions should emphasize goal setting, and development of specific, measurable goals and plans. Trainings for providers should address the potential for the provider-patient relationship, particularly peer providers, to facilitate motivation and goal setting. PMID:27516437

Veterans' pain management goals: Changes during the course of a peer-led pain self-management program.

PubMed

Bauer, Sarah M; McGuire, Alan B; Kukla, Marina; McGuire, Shannon; Bair, Matthew J; Matthias, Marianne S

2016-12-01

Goal setting is a common element of self-management support programs; however, little is known about the nature of patients' goals or how goals change during pain self-management. The purpose of the current study is to explore how patients' goals and views of goal setting change over the course of a peer-led pain self-management program. Veterans (n=16) completing a 4-month peer-led pain self-management program completed semi-structured interviews at baseline and follow-up regarding their goals for their pain. Interviews were analyzed using immersion/crystallization. Analyses revealed six themes: motivation to do something for their pain, more goal-oriented, actually setting goals, clarity of goal importance, more specific/measurable goal criteria, and more specific/measurable strategies. The current analyses illustrate how participants' goals can evolve over the course of a peer-led pain self-management program. Specifically, increased motivation, more openness to using goals, greater clarity of goal importance, more specific and measurable goals and strategies, and the influence of the peer coach relationship were described by participants. Pain self-management interventions should emphasize goal setting, and development of specific, measurable goals and plans. Trainings for providers should address the potential for the provider-patient relationship, particularly peer providers, to facilitate motivation and goal setting. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Malleability in communal goals and beliefs influences attraction to stem careers: evidence for a goal congruity perspective.

PubMed

Diekman, Amanda B; Clark, Emily K; Johnston, Amanda M; Brown, Elizabeth R; Steinberg, Mia

2011-11-01

The goal congruity perspective posits that 2 distinct social cognitions predict attraction to science, technology, engineering, or mathematics (STEM) fields. First, individuals may particularly value communal goals (e.g., working with or helping others), due to either chronic individual differences or the salience of these goals in particular contexts. Second, individuals hold beliefs about the activities that facilitate or impede these goals, or goal affordance stereotypes. Women's tendency to endorse communal goals more highly than do men, along with consensual stereotypes that STEM careers impede communal goals, intersect to produce disinterest in STEM careers. We provide evidence for the foundational predictions that gender differences emerge primarily on communal rather than agentic goals (Studies 1a and 3) and that goal affordance stereotypes reflect beliefs that STEM careers are relatively dissociated from communal goals (Studies 1b and 1c). Most critically, we provide causal evidence that activated communal goals decrease interest in STEM fields (Study 2) and that the potential for a STEM career to afford communal goals elicits greater positivity (Study 3). These studies thus provide a novel demonstration that understanding communal goals and goal affordance stereotypes can lend insight into attitudes toward STEM pursuits.

Do people differentiate between intrinsic and extrinsic goals for physical activity?

PubMed

McLachlan, Sarah; Hagger, Martin S

2011-04-01

The distinction between intrinsic and extrinsic goals, and between goal pursuit for intrinsically and extrinsically motivated reasons, is a central premise of self-determination theory. Proponents of the theory have proposed that the pursuit of intrinsic goals and intrinsically motivated goal striving each predict adaptive psychological and behavioral outcomes relative to the pursuit of extrinsic goals and extrinsically motivated goal striving. Despite evidence to support these predictions, research has not explored whether individuals naturally differentiate between intrinsic and extrinsic goals. Two studies tested whether people make this differentiation when recalling goals for leisure-time physical activity. Using memory-recall methods, participants in Study 1 were asked to freely generate physical activity goals. A subsample (N = 43) was asked to code their freely generated goals as intrinsic or extrinsic. In Study 2, participants were asked to recall intrinsic and extrinsic goals after making a decision regarding their future physical activity. Results of these studies revealed that individuals' goal generation and recall exhibited significant clustering by goal type. Participants encountered some difficulties when explicitly coding goals. Findings support self-determination theory and indicate that individuals discriminate between intrinsic and extrinsic goals.

Some evidence for the usefulness of an optimal foraging theory perspective on goal conflict and goal facilitation.

PubMed

Tomasik, Martin J; Knecht, Michaela; Freund, Alexandra M

2017-12-01

Based on optimal foraging theory, we propose a metric that allows evaluating the goodness of goal systems, that is, systems comprising multiple goals with facilitative and conflicting interrelations. This optimal foraging theory takes into account expectancy and value, as well as opportunity costs, of foraging. Applying this approach to goal systems provides a single index of goodness of a goal system for goal striving. Three quasi-experimental studies (N = 277, N = 145, and N = 210) provide evidence for the usefulness of this approach for goal systems comprising between 3 to 10 goals. Results indicate that persons with a more optimized goal-system are more conscientious and open to new experience, are more likely to represent their goals in terms of means (i.e., adopt a process focus), and are more satisfied and engaged with their goals. Persons with a suboptimal goal system tend to switch their goals more often and thereby optimize their goal system. We discuss limitations as well as possible future directions of this approach. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

[Goals, goal attainment, and patient satisfaction in psychosomatic rehabilitation].

PubMed

Richter, Matthias; Schmid-Ott, Gerhard; Muthny, Fritz A

2011-01-01

The study assesses patient satisfaction and investigates the correlation between patient satisfaction and the setting and attainment of goals. Cross-sectional questionnaire-based assessment data were provided anonymously by 276 patients at the end of their inpatient stay in psychosomatic rehabilitation. Patient satisfaction as well as sociodemographic, disease-related, and outcome parameters including rehabilitation goals were assessed at the beginning of rehabilitation and their attainment at the end of rehabilitation. Goal-attainment scales based on factor analysis showed a high degree of goal-attainment with respect to "lifestyle and priorities" and "psychotherapeutic goals." Patient satisfaction correlated most significantly with the goal-attainment level at the end of rehabilitation (r=.62) and the subscale "attainment of psychotherapeutic goals" (r=.57). Nonattainment of goals (r=-.55) was more closely related with patient satisfaction than the attainment (r=.40). The results confirm the central role of goal-setting and goal-attainment in rehabilitation, and reveal the necessity of goal-setting assessment of goal-attainment in the process of rehabilitation.

Reducing discrepancies of personal goals in the context of cancer: A longitudinal study on the relation with well-being, psychological characteristics, and goal progress.

PubMed

Pama, Marlous R; Janse, Moniek; Sprangers, Mirjam A G; Fleer, Joke; Ranchor, Adelita V

2018-02-01

To (1) examine whether reducing discrepancies between goal importance and goal attainability is an adaptive predictor of well-being, (2) investigate intrusion, awareness, optimism, and pessimism as determinants of reducing discrepancies between goal importance and goal attainability, and (3) explore how goal progress is involved in reducing discrepancies between goal importance and goal attainability during two major periods after a colorectal cancer diagnosis. Prospective design. Newly diagnosed colorectal cancer patients (n = 120) were interviewed three times: within a month, 7 months (treatment period), and 18 months (follow-up period) post-diagnosis. Data were analysed using multiple regressions. Results showed that (1) reducing discrepancies enhances well-being, (2) optimism and pessimism are predictors of reducing discrepancies during the treatment period but not during the follow-up period, while intrusion and awareness do not predict reducing discrepancies in either period, and (3) goal progress is a predictor of reducing discrepancies during the follow-up period, but no evidence for a moderating or mediating role of goal progress in the relation between psychological characteristics and reducing discrepancies was found. Reducing discrepancies between goal importance and goal attainability could benefit colorectal cancer patients' well-being. Optimism, pessimism, and goal progress appear to influence cancer patients' ability to reduce discrepancies. Providing assistance in improving goal progress to those who are less optimistic and highly pessimistic may be a suitable training for cancer patients to prevent deterioration in well-being. Statement of contribution What is already known on this subject? More discrepancy between goal importance and goal attainability is associated with lower levels of well-being. People are able to change evaluations of importance and attainability, but it is unknown whether this positively impacts well-being. Underlying causes of differences in the extent to which discrepancies between goal importance and goal attainability are reduced are unknown. What does this study add? This is the first study to show that reducing discrepancies between goal importance and goal attainability is beneficial for well-being. This is the first study to show that optimism and pessimism are determinants of reducing discrepancies between goal importance and goal attainability. Goal progress might be an effective target for interventions that aim to facilitate one's ability to reduce discrepancies between goal importance and goal attainability. © 2017 The British Psychological Society.

The website-based eaTracker® 'My Goals' feature: a qualitative evaluation.

PubMed

Lieffers, Jessica Rl; Haresign, Helen; Mehling, Christine; Arocha, Jose F; Hanning, Rhona M

2017-04-01

In 2011, Dietitians of Canada added 'My Goals' to its website-based nutrition/activity tracking program (eaTracker®, http://www.eaTracker.ca/); this feature allows users to choose 'ready-made' or 'write-your-own' goals and to self-report progress. The purpose of the present study was to document experiences and perceptions of goal setting and My Goals, and report users' feedback on what is needed in future website-based goal setting/tracking tools. One-on-one semi-structured interviews were conducted with (i) My Goals users and (ii) dietitians providing a public information support service, EatRight Ontario (ERO). My Goals users from Ontario and Alberta, Canada were recruited via an eaTracker website pop-up box; ERO dietitians working in Ontario, Canada were recruited via ERO. My Goals users (n 23; age 19-70 years; 91 % female; n 5 from Alberta/n 18 from Ontario) and ERO dietitians (n 5). Dietitians and users felt goal setting for nutrition (and activity) behaviour change was both a beneficial and a challenging process. Dietitians were concerned about users setting poor-quality goals and users felt it was difficult to stick to their goals. Both users and dietitians were enthusiastic about the My Goals concept, but felt the current feature had limitations that affected use. Dietitians and users provided suggestions to improve My Goals (e.g. more prominent presence of My Goals in eaTracker; assistance with goal setting; automated personalized feedback). Dietitians and users shared similar perspectives on the My Goals feature and both felt goal use was challenging. Several suggestions were provided to enhance My Goals that are relevant to website-based goal setting/tracking tool design in general.

When passion makes the heart grow colder: the role of passion in alternative goal suppression.

PubMed

Bélanger, Jocelyn J; Lafrenière, Marc-André K; Vallerand, Robert J; Kruglanski, Arie W

2013-01-01

Quality of goal engagement and alternative goal suppression were investigated in this research. Integrating the dualistic model of passion (Vallerand et al., 2003) with goal-systems theory (Kruglanski et al., 2002), we hypothesized that obsessive passion--associated with recurrent goal-conflicts--would predict greater alternative goal suppression (i.e., goal-shielding) than would harmonious passion--characterized by effective synthesis of the passionate activity with other life domains. Results from 5 laboratory studies supported these hypotheses. In Study 1, participants' dispositional measures of harmonious and obsessive passion were correlated with an implicit measure of goal-shielding. Obsessive (but not harmonious) passion predicted the suppression of alternative goals and the progressive inhibition of unfamiliar goals. In Study 2, we extended these findings by demonstrating the interrelation between quality of goal engagement and goal-commitment such that goal-shielding effects were enhanced, but only for goals in conflict with other life domains (vs. well-integrated goals). In Study 3, the causal influence of passion on goal-shielding was supported via an experimental manipulation of passion. In Study 4, we replicated and extended Studies 1 and 3 by experimentally demonstrating that obsessive (but not harmonious) passion is a mindset conducive to the development of inhibitory links with alternative goals. Study 5 explored the psychological costs associated with repeated unconscious goal suppression by examining its effects on the depletion of self-regulatory resources. Collectively, the present results suggest that the qualitative distinction between obsessive and harmonious passion has implications for the goal-shielding effect and for subsequent self-regulatory behavior.

The Effects of Pain Intensity on Goal Schemas and Goal Pursuit: A Daily Diary Study

PubMed Central

Karoly, Paul; Okun, Morris A.; Enders, Craig; Tennen, Howard

2014-01-01

Objective Although the adverse effects of chronic pain on work productivity and daily life pursuits are clear, the within-person dynamics of pain, goal cognition, and engagement in work-related and lifestyle goals remain uncharted. This study investigated the impact of pain intensity (assessed on three occasions each day) and goal-related schematic thinking (ratings of importance, planning, and goal pursuit opportunities, assessed only in the morning) on afternoon and evening work and lifestyle goal pursuit. Methods A community sample of working adults with chronic pain (N =131) were screened and interviewed about their work and lifestyle goals and completed a 21-day telephonic diary. Hierarchical linear modeling was used to estimate within-person and between-person effects. Results At the within-person level, morning pain intensity was inversely related to schematic cognition concerning work and lifestyle goals, whereas, at the between-person level, morning pain intensity varied positively with schematic thinking about work goals as well with afternoon life-style goal pursuit. At both the between- and within- analytic levels, morning goal schemas were positively associated with the pursuit of each type of goal in the afternoon and again in the evening. Moreover, positive carry-over effects of morning goal schemas on next day afternoon goal pursuit were observed. Conclusions Whereas morning pain intensity exhibited inconsistent effects across analytic levels, morning goal-related schematic thinking consistently predicted goal pursuit across analytic levels, type of goal, and time of day. These findings have implications for treatment and prevention of pain’s potentially deleterious effects on workplace and lifestyle goals. PMID:25180547

Setting goals, not just roles: Improving teamwork through goal-focused debriefing.

PubMed

Gardner, Aimee K; Kosemund, Matthew; Hogg, Deborah; Heymann, Abraham; Martinez, Joseph

2017-02-01

The role of goal setting within post-simulation debriefing is not well known. This study sought to examine how inclusion of group-level goals, individual-level goals, or no goals in the debriefing process impacts teamwork. Students participated in two high-fidelity team training scenarios. Between scenarios, teams were assigned to one of three debriefing groups: jointly creating five teamwork goals for the group to achieve (group-level goals); independently creating five teamwork goals for each individual to attain (individual-level goals); or no goals. Paired-samples t tests and one-way ANOVA with post-hoc Tukey tests were used to examine performance improvements and differences between groups. 86 MS3s participated in the training program across 22 groups. Percentage of items achieved on the teamwork tool from first to second scenario were 61.7±20.4 to 60.2±8.8 (no goals; ns), 59.8±14.0 to 76.8±7.0 (individual goals; p<0.01), and 62.5±9.5 to 67.0±10.0 (group goals; ns). Performance improvement in the individual goals group was significantly higher than the no goals group (p<0.05). Debriefing facilitators should encourage learners to focus on creating and achieving personal goals contributing to teamwork. Copyright © 2016 Elsevier Inc. All rights reserved.

Output order reflects the cognitive accessibility of goals.

PubMed

Grimes, Carrie E; Nes, Lise Solberg; Waldman, Andrea; Segerstrom, Suzanne C

2012-01-01

Goal accessibility--the ease or speed with which a goal is activated--increases the likelihood that it will be acted on. The present studies validate output order as a measure of goal accessibility that can be applied to goal lists in both laboratory and naturalistic settings. In three studies, output order (the order in which goals are listed in a free-response format) was related to self-reported goal value but was not redundant with it. Furthermore, output order was affected by motivational priming whereas value was not, and order associated with typical student goals (e.g., achievement) compared with atypical goals (e.g., power). Output order is well suited to bring the study of accessibility to naturalistic studies of goals and goal pursuit.

Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons?

ERIC Educational Resources Information Center

Sommet, Nicolas; Elliot, Andrew J.

2017-01-01

In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First,…

Goal commitment and the goal-setting process: conceptual clarification and empirical synthesis.

PubMed

Klein, H J; Wesson, M J; Hollenbeck, J R; Alge, B J

1999-12-01

Goals are central to current treatments of work motivation, and goal commitment is a critical construct in understanding the relationship between goals and task performance. Despite this importance, there is confusion about the role of goal commitment and only recently has this key construct received the empirical attention it warrants. This meta-analysis, based on 83 independent samples, updates the goal commitment literature by summarizing the accumulated evidence on the antecedents and consequences of goal commitment. Using this aggregate empirical evidence, the role of goal commitment in the goal-setting process is clarified and key areas for future research are identified.

Positive affect and physical activity: Testing effects on goal setting, activation, prioritisation, and attainment.

PubMed

Cameron, David S; Bertenshaw, Emma J; Sheeran, Paschal

2018-02-01

The present research tested whether incidental positive affect promotes pursuit of physical activity goals. Four key features of goal pursuit were examined - setting physical activity goals (Study 1), goal activation (Study 2), and goal prioritization and goal attainment (Study 3). Participants (N s = 80, 81, and 59, in Studies 1-3, respectively) were randomized to positive affect (joy, hope) or neutral affect (control) conditions in each study. Questionnaire measures of goal level, goal commitment, and means selection (Study 1); a lexical decision task indexed goal activation (Study 2), a choice task captured goal prioritization and MET minutes quantified goal attainment (Study 3). Study 1 showed that positive affect led to a greater number of intended physical activities, and that joy engendered greater willingness to try activities. In Study 2, a positive affect induction led to heightened activation of the physical activity goal compared to the control condition. The joy induction in Study 3 led to greater physical activity, and a trend towards greater goal prioritization. These findings suggest that positive affect enhances the pursuit of physical activity goals. Implications for health behavior theories and interventions are outlined.

From goal motivation to goal progress: the mediating role of coping in the Self-Concordance Model.

PubMed

Gaudreau, Patrick; Carraro, Natasha; Miranda, Dave

2012-01-01

The present studies examined the mediating role of self-regulatory mechanisms in the relationship between goal motivation and goal progress in the Self-Concordance Model. First, a systematic review, using meta-analytical path analysis, supported the mediating role of effort and action planning in the positive association between autonomous goal motivation and goal progress. Second, results from two additional empirical studies, using structural equation modeling, lent credence to the mediating role of coping in the relationship between goal motivation and goal progress of university students. Autonomous goal motivation was positively associated with task-oriented coping, which predicted greater goal progress during midterm exams (Study 1, N=702) and at the end of the semester in a different sample (Study 2, N=167). Controlled goal motivation was associated with greater disengagement-oriented coping (Study 1 and Study 2) and lesser use of task-oriented coping (Study 2), which reduced goal progress. These results held up after controlling for perceived stress (Study 2). Our findings highlight the importance of coping in the "inception-to-attainment" goal process because autonomous goal motivation indirectly rather than directly predicts goal progress of university students through their usage of task-oriented coping.

12 CFR 1282.12 - Single-family housing goals.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 7 2011-01-01 2011-01-01 false Single-family housing goals. 1282.12 Section... GOALS AND MISSION Housing Goals § 1282.12 Single-family housing goals. (a) Single-family housing goals. An Enterprise shall be in compliance with a single-family housing goal if its performance under the...

MOTIVATION: Goals and Goal Setting

ERIC Educational Resources Information Center

Stratton, Richard K.

2005-01-01

Goal setting has great impact on a team's performance. Goals enable a team to synchronize their efforts to achieve success. In this article, the author talks about goals and goal setting. This articles complements Domain 5--Teaching and Communication (p.14) and discusses one of the benchmarks listed therein: "Teach the goal setting process and…

Building a Practically Useful Theory of Goal Setting and Task Motivation.

ERIC Educational Resources Information Center

Locke, Edwin A.; Latham, Gary P.

2002-01-01

Summarizes 35 years of empirical research on goal-setting theory, describing core findings of the theory, mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. Explains the external validity and practical significance of goal setting theory,…

Goal Setting as Teacher Development Practice

ERIC Educational Resources Information Center

Camp, Heather

2017-01-01

This article explores goal setting as a teacher development practice in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting practices and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…

Developing a typology of patient-generated behavioral goals for cognitive behavioral therapy for chronic pain (CBT-CP): classification and predicting outcomes.

PubMed

Heapy, Alicia A; Wandner, Laura; Driscoll, Mary A; LaChappelle, Kathryn; Czlapinski, Rebecca; Fenton, Brenda T; Piette, John D; Aikens, James E; Janevic, Mary R; Kerns, Robert D

2018-04-01

Patient-generated treatment goals describe what patients value, yet the content of these goals, and the relationship among goal types, goal accomplishment, and treatment outcomes has received little examination. We used inductive sorting to categorize patient-generated goals made by 147 adults receiving cognitive-behavioral therapy for chronic pain. The resulting goal categories were: Physical Activity (29.0%), Functional Status (24.6%), Wellness (16.3%), Recreational Activities (11.3%), House/Yard Work (9.7%), Socializing (7.1%), and Work/School (2.0%). Next, we examined associations between number of goals by category, goal accomplishment, and clinically meaningful improvements in pain-related interference, pain intensity and depressive symptoms. Improvement in all outcome domains was related to goal accomplishment. Additionally, depressive symptoms were related to number of Physical Activity, House/Yard Work, Recreational Activities, and Wellness goals, whereas improved pain-intensity was significantly related to House/Yard Work. Classifying patient-generated goals facilitates investigation of the relationships among goal type, goal accomplishment and treatment outcomes.

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey.

PubMed

Locke, Edwin A; Latham, Gary P

2002-09-01

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.

Student Outcomes of School-Based Physical Therapy as Measured by Goal Attainment Scaling.

PubMed

Chiarello, Lisa A; Effgen, Susan K; Jeffries, Lynn; McCoy, Sarah Westcott; Bush, Heather

2016-01-01

The main purposes were to describe individualized outcomes of students receiving school-based physical therapy and determine if goal attainment differed by gross motor ability and age. One hundred nine physical therapists and 296 students participated. At the beginning of the school year, therapists translated students' Individualized Education Program goals into subgoals using Goal Attainment Scaling and determined students' Gross Motor Functional Classification System level. Researchers categorized goals (posture/mobility, recreation/fitness, self-care, or academics), and therapists identified students' primary goal. At the end of the school year, therapists scored the goals. Descriptive statistics and 2-way analyses of variance were conducted. Students exceeded their expected goal level for primary goals and goals categorized as posture/mobility, recreation/fitness, and self-care and made progress on academic goals. No differences were found by gross motor ability. Younger students had higher goal attainment for primary and recreation goals. Students achieve individualized outcomes addressed by school-based physical therapy.

The correlation between achievement goals, learning strategies, and motivation in medical students.

PubMed

Kim, Sun; Hur, Yera; Park, Joo Hyun

2014-03-01

The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation. Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire. The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students. In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Self-Identified Goals of Adolescents With Cancer and Healthy Peers: Content, Appraisals, and Correlates

PubMed Central

Schwartz, Lisa A.; Parisi, Michelle L.

2013-01-01

Objective Compare the content, future orientation, and appraisals of self-identified goals of adolescents with cancer and control subjects. Identify correlates of health-related and future-oriented goals of adolescents with cancer. Methods Adolescents with cancer (n = 102) and control subjects (n = 97) self-identified goals, rated appraisals of goals, and completed psychosocial measures. Results Adolescents with cancer identified fewer goals, were more likely to identify a health-related goal, less likely to identify an intrapersonal or leisure goal, and rated their goals as more achievable and supported compared with control subjects. For adolescents with cancer, female gender predicted having a health-related goal. Additionally, age and parent-reported adolescent quality of life predicted having a future-oriented goal. 63 percent of adolescents with cancer reported establishing at least one goal because of cancer. Conclusions Despite similarities between groups, evidence supports that adolescents with cancer made changes to their repertoire of goals, suggesting the need to balance various priorities. PMID:23065108

"Coveting thy neighbour's legs": a qualitative study of exercisers' experiences of intrinsic and extrinsic goal pursuit.

PubMed

Sebire, Simon J; Standage, Martyn; Gillison, Fiona B; Vansteenkiste, Maarten

2013-06-01

Goals are central to exercise motivation, although not all goals (e.g., health vs. appearance goals) are equally psychologically or behaviorally adaptive. Within goal content theory (Vansteenkiste, Niemiec, & Soenens, 2010), goals are adaptive to the extent to which they satisfy psychological needs for autonomy, competence, and relatedness. However, little is known about what exercisers pursuing different goals are feeling, doing, thinking, and paying attention to that may help to explain the association between goal contents and need satisfaction. Using semistructured interviews and interpretative phenomenological analysis, we explored experiences of exercise among 11 adult exercisers who reported pursuing either predominantly intrinsic or extrinsic goals. Four themes emerged: (a) observation of others and resulting emotions, (b) goal expectations and time perspective, (c) markers of progress and (d) reactions to (lack of) goal achievement. Intrinsic and extrinsic goal pursuers reported divergent experiences within these four domains. The findings illuminate potential mechanisms by which different goals may influence psychological and behavioral outcomes in the exercise context.

Identifying achievement goals and their relationship to academic achievement in undergraduate pharmacy students.

PubMed

Alrakaf, Saleh; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2014-09-15

To compare the achievement goal orientations of first-year with those of third-year undergraduate Australian pharmacy students and to examine the relationship of goal orientations to academic achievement. The Achievement Goal Questionnaire was administered to first-year and third-year students during class time. Students' grades were obtained from course coordinators. More first-year students adopted performance-approach and mastery-approach goals than did third-year students. Performance-approach goals were positively correlated with academic achievement in the first year. Chinese Australian students scored the highest in adopting performance-approach goals. Vietnamese Australian students adopted mastery-avoidance goals more than other ethnicities. First-year students were more strongly performance approach goal-oriented than third-year students. Adopting performance-approach goals was positively correlated with academic achievement, while adopting avoidance goals was not. Ethnicity has an effect on the adoption of achievement goals and academic achievement.

Predicting subsequent task performance from goal motivation and goal failure.

PubMed

Healy, Laura C; Ntoumanis, Nikos; Stewart, Brandon D; Duda, Joan L

2015-01-01

Recent research has demonstrated that the cognitive processes associated with goal pursuit can continue to interfere with unrelated tasks when a goal is unfulfilled. Drawing from the self-regulation and goal-striving literatures, the present study explored the impact of goal failure on subsequent cognitive and physical task performance. Furthermore, we examined if the autonomous or controlled motivation underpinning goal striving moderates the responses to goal failure. Athletes (75 male, 59 female, Mage = 19.90 years, SDage = 3.50) completed a cycling trial with the goal of covering a given distance in 8 min. Prior to the trial, their motivation was primed using a video. During the trial they were provided with manipulated performance feedback, thus creating conditions of goal success or failure. No differences emerged in the responses to goal failure between the primed motivation or performance feedback conditions. We make recommendations for future research into how individuals can deal with failure in goal striving.

Short-term effects of goal-setting focusing on the life goal concept on subjective well-being and treatment engagement in subacute inpatients: a quasi-randomized controlled trial

PubMed Central

Ogawa, Tatsuya; Omon, Kyohei; Yuda, Tomohisa; Ishigaki, Tomoya; Imai, Ryota; Ohmatsu, Satoko; Morioka, Shu

2016-01-01

Objective: To investigate the short-term effects of the life goal concept on subjective well-being and treatment engagement, and to determine the sample size required for a larger trial. Design: A quasi-randomized controlled trial that was not blinded. Setting: A subacute rehabilitation ward. Subjects: A total of 66 patients were randomized to a goal-setting intervention group with the life goal concept (Life Goal), a standard rehabilitation group with no goal-setting intervention (Control 1), or a goal-setting intervention group without the life goal concept (Control 2). Interventions: The goal-setting intervention in the Life Goal and Control 2 was Goal Attainment Scaling. The Life Goal patients were assessed in terms of their life goals, and the hierarchy of goals was explained. The intervention duration was four weeks. Main measures: Patients were assessed pre- and post-intervention. The outcome measures were the Hospital Anxiety and Depression Scale, 12-item General Health Questionnaire, Pittsburgh Rehabilitation Participation Scale, and Functional Independence Measure. Results: Of the 296 potential participants, 66 were enrolled; Life Goal (n = 22), Control 1 (n = 22) and Control 2 (n = 22). Anxiety was significantly lower in the Life Goal (4.1 ±3.0) than in Control 1 (6.7 ±3.4), but treatment engagement was significantly higher in the Life Goal (5.3 ±0.4) compared with both the Control 1 (4.8 ±0.6) and Control 2 (4.9 ±0.5). Conclusions: The life goal concept had a short-term effect on treatment engagement. A sample of 31 patients per group would be required for a fully powered clinical trial. PMID:27496700

How the gastroenterology nurse can establish and meet career goals.

PubMed

Greenwald, Beverly

2006-01-01

A career goal promotes professional growth for the gastroenterology nurse. Short-term goals (achievable in less than one year) focus toward attaining a long-term goal (achievable in 5 to 10 years). The steps to achieving a career goal are self-assessment, career goal development, action plan development, implementation of the action plan, evaluation, and the establishment of a new goal. A career goal must be specific, measurable, achievable, realistic, and have a specified time frame. A tailor-made action plan is a list of interventions to promote goal achievement within the specified time frame. A goal posted in a prominent area is less likely to be forgotten and can guide day-to-day activities. A career goal should be reviewed and revised at least annually. A professional resume documents these career achievements.

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

ERIC Educational Resources Information Center

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

Stability and Change in Social Goals as Related to Goal Structures and Engagement in School

ERIC Educational Resources Information Center

Madjar, Nir

2017-01-01

The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and…

Goal-setting in clinical medicine.

PubMed

Bradley, E H; Bogardus, S T; Tinetti, M E; Inouye, S K

1999-07-01

The process of setting goals for medical care in the context of chronic disease has received little attention in the medical literature, despite the importance of goal-setting in the achievement of desired outcomes. Using qualitative research methods, this paper develops a theory of goal-setting in the care of patients with dementia. The theory posits several propositions. First, goals are generated from embedded values but are distinct from values. Goals vary based on specific circumstances and alternatives whereas values are person-specific and relatively stable in the face of changing circumstances. Second, goals are hierarchical in nature, with complex mappings between general and specific goals. Third, there are a number of factors that modify the goal-setting process, by affecting the generation of goals from values or the translation of general goals to specific goals. Modifying factors related to individuals include their degree of risk-taking, perceived self-efficacy, and acceptance of the disease. Disease factors that modify the goal-setting process include the urgency and irreversibility of the medical condition. Pertinent characteristics of the patient-family-clinician interaction include the level of participation, control, and trust among patients, family members, and clinicians. The research suggests that the goal-setting process in clinical medicine is complex, and the potential for disagreements regarding goals substantial. The nature of the goal-setting process suggests that explicit discussion of goals for care may be necessary to promote effective patient-family-clinician communication and adequate care planning.

Academic goals in surgery.

PubMed

Bleier, Joshua I S; Kann, Brian

2013-12-01

The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

Goal Pursuit in Individuals with Chronic Pain: A Personal Project Analysis

PubMed Central

Crombez, Geert; Lauwerier, Emelien; Goubert, Liesbet; Van Damme, Stefaan

2016-01-01

Objectives: In individuals with chronic pain (ICPs), controlling pain often is a salient goal, despite the difficulty to achieve it. This situation may bring along frustration and distress. Yet much remains unknown about the content, appraisal, and structure of goals that ICPs pursue. Here, we explore these goals, and specifically focus upon possible differences and interrelations between pain control goals (e.g., “to control my pain”) and non-pain goals (e.g., “to go to work”). Design and Methods: “Personal Project Analysis” was used in 73 ICPs (48 females; 25 males; Mage = 49.85 years; SD = 9.72) to elicit goals and goal appraisals. Interrelations between pain and non-pain goals, namely interference (i.e., negative influence), facilitation (i.e., positive influence), and necessary condition (i.e., conditional relation between pain control goal and non-pain goals) were measured with three items. Self-report measures of pain intensity, pain catastrophizing, problem solving and acceptance were completed. Results: Participants reported a variety of goals. Appraisals of pain control goals were less favorable than appraisals of non-pain goals. ICPs with higher acceptance and meaningfulness of life reported more control over pain goals, and more progress in reaching pain control goals. These individuals also reported an overall much more positive appraisal of non-pain goals (i.e., less stress, difficulty, more progress, control). In contrast, high catastrophizing and the need to solve pain were negatively related to goal appraisals. Importantly, ICP’s with high perceived meaningfulness of life despite pain experienced less necessity to achieve pain control goals in order to achieve non-pain goals. This was opposite for individuals with high levels of catastrophizing. Discussion: An understanding of why ICPs may become stuck in attempts to control their pain does not only require an understanding of how individuals appraise their pain, but also requires an understanding of how pain and non-pain goals interrelate. In particular, the view that controlling pain is necessary in order to be able to achieve other goals seems detrimental. PMID:27445928

Horses for courses? A qualitative exploration of goals formulated in mental health settings by young people, parents, and clinicians.

PubMed

Jacob, Jenna; Edbrooke-Childs, Julian; Holley, Simone; Law, Duncan; Wolpert, Miranda

2016-04-01

This research sought to explore and categorise goals set by children and young people, parents/caregivers and jointly by a combination of children/young people, parents/caregivers and/or clinicians within mental health settings across the United Kingdom. Using a dataset of 441 goals formed at the outset of 180 treatment episodes (2007-2010) from UK child mental health services using the Goal-Based Outcomes tool, a grounded theory approach was taken, which built on previous research into child-rated goals to develop frameworks for parent and joint goal data which were then compared with the child goal data. A total of 19 subthemes and four overarching themes were identified for parent goals. A total of 19 subthemes in five overarching themes were identified for joint goals. These were compared with 25 subthemes and three overarching themes for child goals. A comparison of subthemes between parent, child and joint goals demonstrated many consistencies, but also differences. Most commonly rated goals from children focused on coping with specific difficulties, personal growth and independence. Parent goals focused mainly on managing specific difficulties, parent-specific goals and improving self or life. Jointly negotiated goals focused on parent-specific goals, self-confidence and understanding, hopes for the future and managing specific problems. The results suggest that goals may capture areas not captured by other normed outcome measures. In particular, goals may capture higher order, underlying factors, such as confidence, resilience, coping, and parenting factors that may not be explored by other measures. The differences across perspectives also link to existing literature suggesting a different focus on treatment based on perspectives and highlights the potential importance when jointly agreeing goals of ensuring the voice of the child/young person is heard and included in goal setting. © The Author(s) 2015.

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals

PubMed Central

Gorges, Julia; Grund, Axel

2017-01-01

Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict—for example, impaired well-being or poor performance—the literature on goal conflict is surprisingly scattered due to heterogeneous methodological approaches and technical terms. Little empirical research has addressed the conceptualization of goal conflict against the background of differing understandings from a structure-like and a process-like perspective. In the present article, we outline theoretical foundations of goal conflict from two perspectives: a structure- and a process-like perspective. Based on a comparative analysis and integration of these two perspectives, we systematically review empirical studies on goal conflict over 30 years of research. In doing so, we identify and discuss important conceptual dimensions of goal conflict, namely, goal conflict as a cognitive construct and an experiential instance, a focus on goal interrelations or on specific goal properties, and resource vs. inherent conflict, and the potential of these distinctions to further research on goal conflict. Finally, we present major challenges and pose questions that need to be addressed by future research. PMID:29201013

Aiming at a Moving Target: Theoretical and Methodological Considerations in the Study of Intraindividual Goal Conflict between Personal Goals.

PubMed

Gorges, Julia; Grund, Axel

2017-01-01

Multiple-goal pursuit and conflict between personal life-defining goals can be considered part of everyday business in most individuals' lives. Given the potentially detrimental effects of goal conflict-for example, impaired well-being or poor performance-the literature on goal conflict is surprisingly scattered due to heterogeneous methodological approaches and technical terms. Little empirical research has addressed the conceptualization of goal conflict against the background of differing understandings from a structure-like and a process-like perspective. In the present article, we outline theoretical foundations of goal conflict from two perspectives: a structure- and a process-like perspective. Based on a comparative analysis and integration of these two perspectives, we systematically review empirical studies on goal conflict over 30 years of research. In doing so, we identify and discuss important conceptual dimensions of goal conflict, namely, goal conflict as a cognitive construct and an experiential instance, a focus on goal interrelations or on specific goal properties, and resource vs. inherent conflict, and the potential of these distinctions to further research on goal conflict. Finally, we present major challenges and pose questions that need to be addressed by future research.

Reduced Specificity of Personal Goals and Explanations for Goal Attainment in Major Depression

PubMed Central

Dickson, Joanne M.; Moberly, Nicholas J.

2013-01-01

Objectives Overgeneralization has been investigated across many domains of cognitive functioning in major depression, including the imagination of future events. However, it is unknown whether this phenomenon extends to representations of personal goals, which are important in structuring long-term behaviour and providing meaning in life. Furthermore, it is not clear whether depressed individuals provide less specific explanations for and against goal attainment. Method Clinically depressed individuals and controls generated personally important approach and avoidance goals, and then generated explanations why they would and would not achieve these goals. Goals and causal explanations were subsequently coded as either specific or general. Results Compared to controls, depressed individuals did not generate significantly fewer goals or causal explanations for or against goal attainment. However, compared to controls, depressed individuals generated less specific goals, less specific explanations for approach (but not avoidance) goal attainment, and less specific explanations for goal nonattainment. Significance Our results suggest that motivational deficits in depression may stem partly from a reduction in the specificity of personal goal representations and related cognitions that support goal-directed behaviour. Importantly, the findings have the potential to inform the ongoing development of psychotherapeutic approaches in the treatment of depression. PMID:23691238

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation.

PubMed

Levontin, Liat; Bardi, Anat

2018-04-01

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

Achievement goals, social goals, and motivational regulations in physical education settings.

PubMed

Cecchini Estrada, José A; González González-Mesa, Carmen; Méndez-Giménez, Antonio; Fernández-Río, Javier

2011-02-01

This study examined the relationship between achievement and social goals, and explored how both goals affect students' level of informed self-determination in Physical Education. Participants were 395 high school students. Three scales were used to assess achievement, social goals, and motivation. Several hierarchical regression analyses revealed that mastery-approach goals were the greatest contributors to the individuals' levels of self-determination. Achievement and social goals were found to be separate predictors of students' levels of self-determination, and this highlights the importance of separating mastery and performance goals into avoidance and approach profiles. Girls reported significantly higher values than boys on responsibility, relationship, and mastery-avoidance goals, whereas boys scored higher on performance-approach goals. Researchers could use achievement and social goals to study students' motivation and achievement in Physical Education settings.

Students' Achievement Goals in Relation to Academic Motivation, Competence Expectancy, and Classroom Environment Perceptions

ERIC Educational Resources Information Center

Sungur, Semra; Senler, Burcu

2010-01-01

The present study aimed at investigating elementary students' academic motivation (intrinsic motivation, external regulation, introjected regulation, identified regulation, and amotivation), achievement goals (mastery approach goals, mastery avoidance goals, performance approach goals, performance avoidance goals), competence expectancies, and…

A prospective interrupted time series study of interventions to improve the quality, rating, framing and structure of goal-setting in community-based brain injury rehabilitation.

PubMed

Hassett, Leanne; Simpson, Grahame; Cotter, Rachel; Whiting, Diane; Hodgkinson, Adeline; Martin, Diane

2015-04-01

To investigate whether the introduction of an electronic goals system followed by staff training improved the quality, rating, framing and structure of goals written by a community-based brain injury rehabilitation team. Interrupted time series design. Two interventions were introduced six months apart. The first intervention comprised the introduction of an electronic goals system. The second intervention comprised a staff goal training workshop. An audit protocol was devised to evaluate the goals. A random selection of goal statements from the 12 months prior to the interventions (Time 1 baseline) were compared with all goal statements written after the introduction of the electronic goals system (Time 2) and staff training (Time 3). All goals were de-identified for client and time-period, and randomly ordered. A total of 745 goals (Time 1 n = 242; Time 2 n = 283; Time 3 n = 220) were evaluated. Compared with baseline, the introduction of the electronic goals system alone significantly increased goal rating, framing and structure (χ(2) tests 144.7, 18.9, 48.1, respectively, p < 0.001). The addition of staff training meant that the improvement in goal quality, which was only a trend at Time 2, was statistically significant at Time 3 (χ(2) 15.0, p ≤ 001). The training also led to a further significant increase in the framing and structuring of goals over the electronic goals system (χ(2) 11.5, 12.5, respectively, p ≤ 0.001). An electronic goals system combined with staff training improved the quality, rating, framing and structure of goal statements. © The Author(s) 2014.

The relevance of goal-orientation for motivation in high versus low proneness to negative symptoms.

PubMed

Schlier, Björn; Engel, Maike; Fladung, Anne-Katharina; Fritzsche, Anja; Lincoln, Tania M

2017-06-01

The psychological mechanisms of why individuals with negative symptoms fail to initiate and perform goal-directed behavior are not well understood. Drawing on the reward-sensitivity and expectancy-value theories, we investigate whether negative symptom-like experiences (NSLE) are associated with generating less approach goals (aimed at reaching a positive outcome) and more avoidance goals (aimed at avoiding a negative outcome) and whether this type of goal-orientation explains motivational deficits (i.e., perceiving goals as less feasible and important and being less committed to them). Based on the continuum model of negative symptoms, we identified two parallelized extreme groups with high and low levels of NSLE (n = 37, respectively) in an ad-hoc online-sample of healthy individuals (N = 262) using the Community Assessment of Psychic Experiences. In an online study, these participants were instructed to generate approach and avoidance goals and to rate each goal in terms of feasibility, importance and goal-commitment. Participants with low levels of NSLE generated more approach than avoidance goals. Participants with high levels of NSLE showed no such difference due to increased numbers of avoidance goals. Furthermore, avoidance goal-orientation predicted reduced subjective feasibility and importance of goals and less goal-commitment. Results are based on a healthy sample rather than people with psychosis. No longitudinal or behavioral data for goal-striving was collected. People with NSLE generate more avoidance goals than controls. This is dysfunctional because it correlates with feeling less committed to reach one's goals. Optimizing goal-setting could be a promising starting-point for psychological interventions aimed at reducing negative symptoms. Copyright © 2017 Elsevier Ltd. All rights reserved.

Abstinence versus Moderation Goals in Brief Motivational Treatment for Pathological Gambling.

PubMed

Stea, Jonathan N; Hodgins, David C; Fung, Tak

2015-09-01

The present study examined the nature and impact of participant goal selection (abstinence versus moderation) in brief motivational treatment for pathological gambling via secondary analyses from a randomized controlled trial. The results demonstrated that the pattern of goal selection over time could be characterized by both fluidity and stability, whereby almost half of participants switched their goal at least one time, over 25% of participants selected an unchanging goal of 'quit most problematic type of gambling', almost 20% selected an unchanging goal of 'quit all types of gambling', and approximately 10% selected an unchanging goal of 'gamble in a controlled manner.' The results also demonstrated that pretreatment goal selection was uniquely associated with three variables, whereby compared to participants who selected the goal to 'cut back on problem gambling', those who selected the goal to 'quit problem gambling' were more likely to have greater gambling problem severity, to have identified video lottery terminal play as problematic, and to have greater motivation to overcome their gambling problem. Finally, the results demonstrated that goal selection over time had an impact on the average number of days gambled over the course of treatment, whereby those with abstinence-based goals gambled significantly fewer days than those with moderation-based goals. Nevertheless, goal selection over time was not related to dollars gambled, dollars per day gambled, or perceived goal achievement. The findings do not support the contention that abstinence-based goals are more advantageous than moderation goals and are discussed in relation to the broader alcohol treatment literature.

An exploratory analysis of the self-reported goals of individuals with chronic upper-extremity paresis following stroke.

PubMed

Waddell, Kimberly J; Birkenmeier, Rebecca L; Bland, Marghuretta D; Lang, Catherine E

2016-01-01

To classify the self-identified goals of individuals post-stroke with chronic upper extremity (UE) paresis, and determine if age, UE functional capacity and pre-stroke hand dominance influence overall goal selection. Sixty-five subjects participated. Using the Canadian Occupational Performance Measure (COPM) to establish treatment goals, the top five goals were categorized using the Occupational Therapy Practice Framework into five categories: activities of daily living (ADLs), instrumental activities of daily living (IADLs), leisure, work and general UE movement. A Chi-square analysis determined if age, UE functional capacity (measured by the Action Research Arm Test) and UE hand dominance influenced individual goal selection. The majority of goals were in the ADL (37%) and IADL (40%) categories. A small percentage (12%) was related to general UE movement. Individuals with moderate UE functional capacity identified more ADL goals than those with higher UE functional capacity. There was not a difference between age and UE dominance across all five goal areas. Individuals with chronic UE paresis had specific goals that were not influenced by age or hand dominance, but partially influenced by severity. General UE movement goals were identified less than goals related to specific activities. Considering the specificity of individual goals following stroke, it is recommended that clinicians regularly utilize a goal setting tool to help establish client goals. It is recommended that clinicians further inquire about general goals in order to link upper extremity deficits to functional activity limitations. Age, upper extremity functional capacity and hand dominance have little influence on the rehabilitation goals for individuals with chronic paresis after stroke.

Goals and everyday problem solving: manipulating goal preferences in young and older adults.

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2010-11-01

In the present study, we examined the link between goal and problem-solving strategy preferences in 130 young and older adults using hypothetical family problem vignettes. At baseline, young adults preferred autonomy goals, whereas older adults preferred generative goals. Imagining an expanded future time perspective led older adults to show preferences for autonomy goals similar to those observed in young adults but did not eliminate age differences in generative goals. Autonomy goals were associated with more self-focused instrumental problem solving, whereas generative goals were related to more other-focused instrumental problem solving in the no-instruction and instruction conditions. Older adults were better at matching their strategies to their goals than young adults were. This suggests that older adults may become better at selecting their strategies in accordance with their goals. Our findings speak to a contextual approach to everyday problem solving by showing that goals are associated with the selection of problem-solving strategies.

Goal striving, goal attainment, and well-being: adapting and testing the self-concordance model in sport.

PubMed

Smith, Alison; Ntoumanis, Nikos; Duda, Joan

2007-12-01

Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.

Self-Esteem, Achievement Goals, and Self-Handicapping in College Physical Education.

PubMed

Chen, Zuosong; Sun, Kaihong; Wang, Kun

2017-01-01

This study aims to investigate the relationships among self-esteem, achievement goals, and self-handicapping and the potential mediating role of achievement goals in the relationship between self-esteem and self-handicapping in college physical education. The participants were 320 Chinese college students. Three validated scales were employed to assess participants' self-esteem, achievement goals, and self-handicapping in college physical education. Results showed that self-esteem had a negative effect on self-handicapping. Self-esteem had a positive effect on mastery goals, but had a negative effect on performance-avoidance goals. Mastery goals had a negative effect and performance-avoidance goals had a positive effect on self-handicapping. Moreover, mastery goals and performance-avoidance goals partially mediated the relationship between self-esteem and self-handicapping, and self-esteem had both direct and indirect effects on self-handicapping in college physical education. The findings indicate that improving individual's self-esteem and promoting mastery goals while reducing performance-avoidance goals may be relevant strategies to reduce self-handicapping in college physical education.

Goals Set After Completing a Teleconference-Delivered Program for Managing Multiple Sclerosis Fatigue

PubMed Central

Asano, Miho; Preissner, Katharine; Duffy, Rose; Meixell, Maggie

2015-01-01

Setting goals can be a valuable skill to self-manage multiple sclerosis (MS) fatigue. A better understanding of the goals set by people with MS after completing a fatigue management program can assist health care professionals with tailoring interventions for clients. This study aimed to describe the focus of goals set by people with MS after a teleconference-delivered fatigue management program and to evaluate the extent to which participants were able to achieve their goals over time. In total, 485 goals were set by 81 participants. Over a follow-up period, 64 participants rated 284 goals regarding progress made toward goal achievement. Approximately 50% of the rated goals were considered achieved. The most common type of goal achieved was that of instrumental activities of daily living. Short-term goals were more likely to be achieved. This study highlights the need for and importance of promoting and teaching goal-setting skills to people with MS. PMID:25871602

Personal goals as predictors of intended classroom goals: comparing elementary and secondary school pre-service teachers.

PubMed

Daniels, Lia M; Frenzel, Anne C; Stupnisky, Robert H; Stewart, Tara L; Perry, Raymond P

2013-09-01

The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service teachers' personal goals predicted their intended classroom goal structures. Participants were 125 elementary and 175 secondary school pre-service teachers from two Western Canadian universities. Structural equation modelling was used to examine if the structural relationships and latent means of personal and intended classroom goal structures differed for elementary and secondary school pre-service teachers. The results revealed that personal goals predicted the goal structures that pre-service teachers intended to establish; however, the relationships and means differed between elementary and secondary school pre-service teachers. Specifically, personal mastery-approach goals positively predicted classroom mastery goals much more strongly at the elementary than the secondary level. Furthermore, elementary pre-service teachers had significantly higher latent mean scores on personal mastery-approach goals than their secondary counterparts. It seems possible that the currently documented differences between classroom goal structures noted for elementary compared to secondary school may be based on the personal goals endorsed as pre-service teachers. The results are further discussed in terms of alignment with research on practising teachers' personal and classroom goals and implications for teacher education. © 2012 The British Psychological Society.

Get a taste of your goals: promoting motive-goal congruence through affect-focus goal fantasy.

PubMed

Job, Veronika; Brandstätter, Veronika

2009-10-01

Studies show that motive-goal congruence is an important predictor of well-being (Baumann, Kaschel, & Kuhl, 2005; Brunstein, Schultheiss, & Grässmann, 1998). However, little is known about the factors that promote congruence between implicit motives and goals. Relying on McClelland's (1985) concept of implicit motives and the theory of fantasy realization (Oettingen, 1999), we postulated that goal fantasies focusing on motive-specific affective incentives promote motive-congruent goal setting. This hypothesis was tested in 3 experimental studies. In Study 1 (n=46) and Study 2 (n=48), participants were asked to select goals in a hypothetical scenario. In Study 3 (n=179), they rated their commitment to personal goals for their actual life situation. The results of all 3 studies supported our hypothesis that participants who focus on motive-specific affective incentives in their goal fantasies set their goals in line with their corresponding implicit motive dispositions.

The effects of goal variation on adult physical activity behaviour.

PubMed

Moon, Dal-Hyun; Yun, Joonkoo; McNamee, Jeff

2016-10-01

The purposes of this study were to examine the effects of varying levels of goals on increasing daily steps and the frequency of goal achievement among middle-aged adults. Ninety-six adults participated in a randomised control study. Participants were randomly assigned to five different step goal groups: (1) Easy (n = 19), (2) Medium (n = 19), (3) Difficult (n = 19), (4) Do-your-best (n = 19), and (5) No goal (n = 20) based on previous research. The participants wore a pedometer and were asked to reach a pre-established goal during the experimental period. In order to examine the effectiveness of the goal difficulty, (a) an average number of steps taken by different goal conditions and (b) the number of days meeting the assigned goal were tested. A one-way ANCOVA revealed significant step count differences among goal groups. Post hoc analyses indicated that the change in step count in both the Medium and Difficult goal groups was significantly greater than the remaining groups. However, there was no significant difference between the medium and difficult goal conditions. In addition, a one-way ANOVA indicated that there were no significant differences in the frequency of goal achievement among the Easy, Medium, and Difficult goal groups. Results suggest that when promoting physical activity through increasing step counts, researchers and clinicians should design goals that are specific and challenging.

Clinical skills-related learning goals of senior medical students after performance feedback.

PubMed

Chang, Anna; Chou, Calvin L; Teherani, Arianne; Hauer, Karen E

2011-09-01

Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need. We aimed to determine: (i) the type and specificity of medical student learning goals after a required clinical performance examination; (ii) differences in goal setting among low, average and high performers, and (iii) whether low performers articulate learning goals that are concordant with their learning needs. We conducted a single-site, multi-year, descriptive comparison study. Senior medical students were given performance benchmarks, individual feedback and guidelines on learning goals; each student was subsequently instructed to write two clinical skills learning goals. Investigators coded the learning goals for specificity, categorised the goals, and performed statistical analyses to determine their concordance with student performance level (low, average or high) in data gathering (history taking and physical examination) or communication skills. All 208 students each wrote two learning goals and most (n=200, 96%) wrote two specific learning goals. Nearly two-thirds of low performers in data gathering wrote at least one learning goal that referred to history taking or physical examination; one-third wrote learning goals pertaining to the organisation of the encounter. High performers in data gathering wrote significantly more patient education goals and significantly fewer history-taking goals than average or low performers. Only 50% of low performers in communication wrote learning goals related to communication skills. Low performers in communication were significantly more likely than average or high performers to identify learning goals related to improving performance in future examinations. The provision of performance benchmarking, individual feedback and brief written guidelines helped most senior medical students in our study to write specific clinical skills learning goals. Many low-performing students did not write learning goals concordant with their areas of weakness. Future work might focus on enhancing low performers' continued learning in areas of performance deficits. © Blackwell Publishing Ltd 2011.

Setting Goals for Achievement in Physical Education Settings

ERIC Educational Resources Information Center

Baghurst, Timothy; Tapps, Tyler; Kensinger, Weston

2015-01-01

Goal setting has been shown to improve student performance, motivation, and task completion in academic settings. Although goal setting is utilized by many education professionals to help students set realistic and proper goals, physical educators may not be using goal setting effectively. Without incorporating all three types of goals and…

12 CFR 1282.13 - Multifamily special affordable housing goal and subgoal.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 9 2012-01-01 2012-01-01 false Multifamily special affordable housing goal and... MISSION ENTERPRISE HOUSING GOALS AND MISSION Housing Goals § 1282.13 Multifamily special affordable housing goal and subgoal. (a) Multifamily housing goal and subgoal. An Enterprise shall be in compliance...

12 CFR 1282.13 - Multifamily special affordable housing goal and subgoal.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 10 2014-01-01 2014-01-01 false Multifamily special affordable housing goal... AND MISSION ENTERPRISE HOUSING GOALS AND MISSION Housing Goals § 1282.13 Multifamily special affordable housing goal and subgoal. (a) Multifamily housing goal and subgoal. An Enterprise shall be in...

12 CFR 1282.13 - Multifamily special affordable housing goal and subgoal.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 7 2011-01-01 2011-01-01 false Multifamily special affordable housing goal and... MISSION ENTERPRISE HOUSING GOALS AND MISSION Housing Goals § 1282.13 Multifamily special affordable housing goal and subgoal. (a) Multifamily housing goal and subgoal. An Enterprise shall be in compliance...

When and How Goals Are Contagious in Social Interaction

ERIC Educational Resources Information Center

Palomares, Nicholas A.

2013-01-01

Goal contagion occurs when a perceiver interacts with a partner whose behavior implies he/she is pursuing a particular goal and the perceiver accurately infers and subsequently pursues the partner's goal. Goal contagion was assessed in conversations between unacquainted individuals. In 2 experiments, the ways in which goal specificity, inference…

Institutional Goals Inventory at Frostburg State College (Where We Are and Where We Should Be).

ERIC Educational Resources Information Center

Choi, Jae W.; Lyons, Paul R.

An Institutional Goals Inventory at Frostburg State College presents respondents with 90 prestructured goal statement questions and twenty-six locally prepared questions. The 90 goal statement questions compose twenty goal areas. Goals areas are: academic development, intellectual orientation, individual personal development, humanism/altruism,…

Individual Differences in Achievement Goals: A Longitudinal Study of Cognitive, Emotional, and Achievement Outcomes

ERIC Educational Resources Information Center

Daniels, Lia M.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.; Newall, Nancy E.; Pekrun, Reinhard

2008-01-01

Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high…

Students' Achievement Goal Orientations and Their Behavioral and Emotional Engagement: Co-Examining the Role of Perceived School Goal Structures and Parent Goals during Adolescence

ERIC Educational Resources Information Center

Gonida, Eleftheria N.; Voulala, Katerina; Kiosseoglou, Grigoris

2009-01-01

The role of perceived school goal structures and parent goals in predicting adolescents' goal orientations and their behavioral and emotional engagement in the classroom was examined in the present study. Surveys were given to a sample of 271 seventh- and ninth-grade students. Path analyses showed that (a) perceived school mastery goal structures…

Social goals, aggression, peer preference, and popularity: longitudinal links during middle school.

PubMed

Ojanen, Tiina; Findley-Van Nostrand, Danielle

2014-08-01

Social goals are associated with behaviors and adjustment among peers. However, it remains unclear whether goals predict adolescent social development. We examined prospective associations among goals, physical and relational aggression, social preference, and popularity during middle school (N = 384 participants, ages 12-14 years). Agentic (status, power) goals predicted increased relational aggression and communal (closeness) goals predicted decreased physical aggression. Popularity predicted increases and preference predicted decreases in both forms of aggression. Goals moderated longitudinal links between aggression and popularity: Aggression predicted increases in popularity and vice versa for youth with higher agentic goals, and popularity predicted increases in physical aggression for youth with higher agentic and lower communal goals. Implications for research on social goals, aggression, and popularity are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Goal difficulty and goal commitment affect adoption of a lower glycemic index diet in adults with type 2 diabetes.

PubMed

Miller, Carla K; Headings, Amy; Peyrot, Mark; Nagaraja, Haikady

2012-01-01

Few studies have examined the effect of goal difficulty on behavioral change even though goal setting is widely used in diabetes education. The effect of a goal to consume either 6 or 8 servings/day of low glycemic index (LGI) foods was evaluated in this study. Adults 40-65 years old with type 2 diabetes were randomly assigned to the 6 or 8 serving/day treatment group following a 5-week GI intervention. Perceived goal difficulty, commitment, satisfaction, and self-efficacy were evaluated, and four day food records assessed dietary intake. Both groups increased consumption of LGI foods (P<0.001); there were no significant differences in the change in consumption between groups. Participants who were more committed to the goal perceived the goal to be less difficult (P<0.01). Those with greater efficacy beliefs were more committed to their goal, perceived the goal to be less difficult, and were more satisfied with their performance (all P<0.05). A specific goal regarding LGI foods can facilitate the adoption of a lower GI diet. Future research is needed to determine if goal commitment or goal difficulty mediate the process. Clinicians should help clients set specific goals regarding dietary change. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

The Selfish Goal: autonomously operating motivational structures as the proximate cause of human judgment and behavior.

PubMed

Huang, Julie Y; Bargh, John A

2014-04-01

We propose the Selfish Goal model, which holds that a person's behavior is driven by psychological processes called goals that guide his or her behavior, at times in contradictory directions. Goals can operate both consciously and unconsciously, and when activated they can trigger downstream effects on a person's information processing and behavioral possibilities that promote only the attainment of goal end-states (and not necessarily the overall interests of the individual). Hence, goals influence a person as if the goals themselves were selfish and interested only in their own completion. We argue that there is an evolutionary basis to believe that conscious goals evolved from unconscious and selfish forms of pursuit. This theoretical framework predicts the existence of unconscious goal processes capable of guiding behavior in the absence of conscious awareness and control (the automaticity principle), the ability of the most motivating or active goal to constrain a person's information processing and behavior toward successful completion of that goal (the reconfiguration principle), structural similarities between conscious and unconscious goal pursuit (the similarity principle), and goal influences that produce apparent inconsistencies or counterintuitive behaviors in a person's behavior extended over time (the inconsistency principle). Thus, we argue that a person's behaviors are indirectly selected at the goal level but expressed (and comprehended) at the individual level.

Achievement goals, self-handicapping, and performance: a 2 x 2 achievement goal perspective.

PubMed

Ntoumanis, Nikos; Thøgersen-Ntoumani, Cecilie; Smith, Alison L

2009-11-01

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 2 x 2 model (Elliot & McGregor, 2001), measuring the participants' own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 2 x 2 model. The participants (n = 138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues' findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on self-handicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals.

Genetic counselor perceptions of genetic counseling session goals: a validation study of the reciprocal-engagement model.

PubMed

Hartmann, Julianne E; Veach, Patricia McCarthy; MacFarlane, Ian M; LeRoy, Bonnie S

2015-04-01

Although some researchers have attempted to define genetic counseling practice goals, no study has obtained consensus about the goals from a large sample of genetic counselors. The Reciprocal-Engagement Model (REM; McCarthy Veach, Bartels & LeRoy, 2007) articulates 17 goals of genetic counseling practice. The present study investigated whether these goals could be generalized as a model of practice, as determined by a larger group of clinical genetic counselors. Accordingly, 194 genetic counselors were surveyed regarding their opinions about the importance of each goal and their perceptions of how frequently they achieve each goal. Mean importance ratings suggest they viewed every goal as important. Factor analysis of the 17 goals yielded four factors: Understanding and Appreciation, Support and Guidance, Facilitative Decision-Making, and Patient-Centered Education. Patient-Centered Education and Facilitative Decision-Making goals received the highest mean importance ratings. Mean frequency ratings were consistently lower than importance ratings, suggesting genetic counseling goals may be difficult to achieve and/or not applicable in all situations. A number of respondents provided comments about the REM goals that offer insight into factors related to implementing the goals in clinical practice. This study presents preliminary evidence concerning the validity of the goals component of the REM.

A first-line nurse manager's goal-profile.

PubMed

Johansson, Gunilla; Pörn, Ingmar; Theorell, Töres; Gustafsson, Barbro

2007-01-01

The aim of this case study was to acquire understanding concerning the first-line nurse manager's goal-profile, i.e. prioritization of goals in her work as a first-line nurse manager, through use of an action-theoretic and confirmatory theory. The first-line nurse manager's pivotal role regarding quality of care and development in relation to on-going changes in the health care sector is stressed by many researchers and the transition from nurse to manager is described as a demanding challenge for the first-line nurse manager. The case study described in this paper concerns a first-line nurse manager in an actual working environment in care of older people. Data collection comprised interviews, observations, a job description and policy documents. A hermeneutic interpretation was used for data analysis. The results showed that the first-line nurse manager had three goals in her goal-profile, in the following order of priority: (i) a nurse goal that she had strongly accepted and in which she had excellent control, (ii) an administrator goal that she had accepted and in which she had control, (iii) a leadership goal that she had not accepted and in which she did not have control. Both the administrator and leadership goals were based on her job description, but the nurse goal was a personally chosen goal based on her own self-relation/goal-fulfillment. The first-line nurse manager's prioritized self-identity, based on successful realization of goals in her goal-profile, was decisive in the manifestation of her work. This study contributes to a new understanding of the first-line nurse manager's self-identity related to work in terms of goal acceptance and goal control of prioritized goals. This action-theoretic approach could be a valuable 'key' for understanding leadership (or lack of leadership) in clinical practice.

Maternal Feeding Goals Described by Low-Income Mothers

PubMed Central

Goulding, Alison N.; Lumeng, Julie C.; Rosenblum, Katherine L.; Chen, Yu-Pu; Kaciroti, Niko; Miller, Alison L.

2015-01-01

Objective To identify maternal feeding goals and examine associations of number and type of goals with mother and child characteristics. Design Qualitative interviews about child feeding and quantitative assessment of goal prevalence and associations with mother and child characteristics. Setting Southeastern Michigan. Participants 287 low-income mothers (31% Hispanic or non-white) and their 4- to 8-year-old children. Main Outcome Measure Maternal feeding goals. Analysis Themes were generated using constant comparative method, individual interviews were coded, and prevalence of feeding goals determined. Regression analyses examined associations of mother and child characteristics with number and type of feeding goals. Results Thirteen maternal feeding goals were identified. The most prevalent were to restrict junk food (60%), promote autonomy around eating (54%), prevent obesity (53%), and promote fruits or vegetables (52%). The child being female and heavier with an older, non-Hispanic white, more educated mother with less chaos in the home predicted more maternal feeding goals (all p’s <.05). Specific maternal and child characteristics were associated with individual feeding goals. Conclusions and Implications Depending on their current goals for child feeding, some mothers may benefit from interventions focused on goal development, whereas other mothers may benefit from interventions designed to facilitate goal implementation. PMID:26003749

Goal setting as an outcome measure: A systematic review.

PubMed

Hurn, Jane; Kneebone, Ian; Cropley, Mark

2006-09-01

Goal achievement has been considered to be an important measure of outcome by clinicians working with patients in physical and neurological rehabilitation settings. This systematic review was undertaken to examine the reliability, validity and sensitivity of goal setting and goal attainment scaling approaches when used with working age and older people. To review the reliability, validity and sensitivity of both goal setting and goal attainment scaling when employed as an outcome measure within a physical and neurological working age and older person rehabilitation environment, by examining the research literature covering the 36 years since goal-setting theory was proposed. Data sources included a computer-aided literature search of published studies examining the reliability, validity and sensitivity of goal setting/goal attainment scaling, with further references sourced from articles obtained through this process. There is strong evidence for the reliability, validity and sensitivity of goal attainment scaling. Empirical support was found for the validity of goal setting but research demonstrating its reliability and sensitivity is limited. Goal attainment scaling appears to be a sound measure for use in physical rehabilitation settings with working age and older people. Further work needs to be carried out with goal setting to establish its reliability and sensitivity as a measurement tool.

Qualitatively and quantitatively evaluating harm-reduction goal setting among chronically homeless individuals with alcohol dependence

PubMed Central

Collins, Susan E.; Grazioli, Véronique S.; Torres, Nicole I.; Taylor, Emily M.; Jones, Connor B.; Hoffman, Gail E.; Haelsig, Laura; Zhu, Mengdan D.; Hatsukami, Alyssa S.; Koker, Molly J.; Herndon, Patrick; Greenleaf, Shawna M.; Dean, Parker E.

2015-01-01

Most treatment programs for alcohol dependence have prioritized alcohol abstinence as the primary treatment goal. However, abstinence-based goals are not always considered desirable or attainable by more severely affected populations, such as chronically homeless people with alcohol dependence. Because these individuals comprise a multimorbid and high-utilizing population, they are in need of more focused research attention that elucidates their preferred treatment goals. The aim of this secondary study was therefore to qualitatively and quantitatively document participant-generated treatment goals. Participants were currently or formerly chronically homeless individuals (N=31) with alcohol dependence who participated in a pilot of extended-release naltrexone and harm-reduction counseling. Throughout the treatment period, study interventionists elicited participants’ goals and recorded them on an open-ended grid. In subsequent weeks, progress towards and achievement of goals was obtained via self-report and recorded by study interventionists. Conventional content analysis was performed to classify participant-generated treatment goals. Representation of the three top categories remained stable over the course of treatment. In the order of their frequency, they included drinking-related goals, quality-of-life goals and health-related goals. Within the category of drinking-related goals, participants consistently endorsed reducing drinking and alcohol-related consequences ahead of abstinence-based goals. Quantitative analyses indicated participants generated an increasing number of goals over the course of treatment. Proportions of goals achieved and progressed toward kept pace with this increase. Findings confirmed hypotheses that chronically homeless people with alcohol dependence can independently generate and achieve treatment goals toward alcohol harm reduction and quality-of-life improvement. PMID:25697724

Classroom Goal Structures, Social Achievement Goals, and Adjustment in Middle School

ERIC Educational Resources Information Center

Shim, Sungok Serena; Cho, YoonJung; Wang, Cen

2013-01-01

The current study investigated the mediating role of social achievement goals in the relation between classroom goal structures and academic engagement and social adjustment among 373 middle school students (52.8% female). Students' perceptions of classroom goal structures were measured in Fall; social achievement goals and academic and social…

12 CFR 1282.12 - Low- and Moderate-Income Housing Goal.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Low- and Moderate-Income Housing Goal. 1282.12 Section 1282.12 Banks and Banking FEDERAL HOUSING FINANCE AGENCY HOUSING GOALS AND MISSION ENTERPRISE HOUSING GOALS AND MISSION Housing Goals § 1282.12 Low- and Moderate-Income Housing Goal. (a) Purpose of...

Motivational Profiles as a Combination of Academic Goals in Higher Education

ERIC Educational Resources Information Center

Valle, Antonio; Núñez, José Carlos; Cabanach, Ramón G.; Rodríguez, Susana; Rosário, Pedro; Inglés, Cándido J.

2015-01-01

The aim of the current study was to obtain information from students in higher education on different motivational profiles that resulted from the combination of three academic goals (i.e. learning goals (LG), performance-approach goals and performance-avoidance goals). Moreover, information related to the relevance of each goal within each…

Something's got to give: the effects of dual-goal difficulty, goal progress, and expectancies on resource allocation.

PubMed

Schmidt, Aaron M; Dolis, Chad M

2009-05-01

The current study developed and tested a model of the interplay among goal difficulty, goal progress, and expectancy over time in influencing resource allocation toward competing demands. The results provided broad support for the theoretical model. As predicted, dual-goal expectancy-the perceived likelihood of meeting both goals in competition-played a central role, moderating the relationship between relative goal progress and resource allocation. Dual-goal difficulty was also found to exert an important influence on multiple-goal self-regulation. Although it did not influence total productivity across both tasks combined, it did combine with other model components to influence the relative emphasis of one task over another. These results suggest that the cumulative demands placed by multiple difficult goals may exceed individuals' perceived capabilities and may lead to partial or total abandonment of 1 goal to ensure attainment of the other. The model helps shed light on some of the conflicting theoretical propositions and empirical results obtained in prior work. Implications for theory and research regarding multiple-goal self-regulation are discussed. (c) 2009 APA, all rights reserved.

Optimizing rehabilitation for adults with visual impairment: attention to life goals and their links to well-being.

PubMed

Boerner, Kathrin; Cimarolli, Verena R

2005-10-01

To examine the importance of different life goals among working-age adults with vision impairment, the extent to which vision impairment interfered with goals, and how rehabilitation addressed these life goals. Cross-sectional descriptive study. Vision rehabilitation agency. Working-age adults with visual impairment. Telephone interviews using structured and open-ended assessments of life goal importance, goal interference due to vision loss, the role of goals in rehabilitation, and indicators of well-being. Eighty-six people participated. The life domains most frequently rated as extremely important were finances (60), residential and domestic arrangements (55), family (51), partner (48), and personal care (48). The extent to which vision loss interferes with these life goals was extreme for finances (46), residential and domestic arrangements (36), partner (27), family (25), and personal care (14). A life goal was addressed in rehabilitation: residential/domestic arrangements (41), work (39), finances (31), leisure/hobbies (28), personal care (24), family (17), partner (16), friends (10), and religion/life philosophy (8). Reports of a life goal being addressed in ineffective ways emerged for functional life goals, but not for relationship and religion/life philosophy goals. Goal interference was significantly correlated with well-being indicators across life domains. In contrast only partner and family relationship importance were significantly linked with well-being indicators. Relationship-related goals were a top priority for this study population, but functional compared to relationship goals were more commonly addressed in vision rehabilitation services.

Life Goals in Patients with Cancer: A Systematic Review of the Literature

PubMed Central

Hullmann, Stephanie E.; Robb, Sheri L.; Rand, Kevin L.

2015-01-01

Objective Purposes of this systematic review of life goal research in cancer patients were to: 1) identify life goal characteristics and processes being examined, 2) describe instruments used to assess life goal constructs, 3) identify theoretical models being used to guide research, and 4) summarize what is known about the impact of the cancer experience on life goal characteristics, processes, and psychological outcomes. Methods We conducted this systematic review using MEDLINE, PubMed, CINAHL, and PsycINFO databases. Inclusion criteria were: 1) published between 1993 and 2014, 2) English language, 3) cancer patient population, and 4) original research articles that assessed life goal characteristics and/or goal processes. One-hundred ninety-seven articles were screened and 27 included in the final review. Results Seven life goal characteristics and seven life goal processes were identified, and less than half of studies investigated associations between goal characteristics and processes. Conceptual definitions were not provided for about half of the identified life goal constructs. Studies used both validated and author-developed instruments to assess goal constructs. Twenty-four different theoretical models were identified, with self-regulation theory most frequently cited. Overall, the literature suggests that cancer impacts patients’ life goal characteristics and processes, and life goal disturbance is related to poorer psychological outcomes. Conclusions The impact of the cancer experience on life goals is an important and emerging area of research that would benefit from conceptual and theoretical clarity and measurement consistency. PMID:25990641

Functional Goals and Predictors of their Attainment in Low-Income Community-Dwelling Older Adults

PubMed Central

Waldersen, Brian W.; Wolff, Jennifer L.; Roberts, Laken; Bridges, Allysin E.; Gitlin, Laura N.; Szanton, Sarah L.

2016-01-01

Objective To describe functional goals and factors associated with goal attainment among low-income older adults with disabilities living in the community. Design Secondary analysis from two studies of CAPABLE. Functional goals were coded using the International Classification of Functioning, Disability, and Health (ICF) framework. The percentage of goals attained at five months follow-up was computed within each ICF domain. Multivariate logistic regression was used to identify factors associated with goal attainment. Setting Participants’ homes in Baltimore, Maryland Participants CAPABLE participants (n=226) Interventions A five-month, home-based, person-directed, structured program delivered by an inter-professional team: occupational therapist (OT), registered nurse (RN), and handyman. Main Outcome Measure(s) Process of OT goal setting and attainment at the final OT visit. Results Participants identified 728 functional goals (average of 3.2 per participant), most commonly related to transferring (22.0%, n=160 goals), changing or maintaining body position (21.4%, n=156 goals), and stairclimbing (13.0%, n= 95 goals). Participants attained 73.5% (n=535) of goals. Goal attainment was highest for stairclimbing (86.3%), transferring (85.6%), and self-care (84.6%); walking goals were less likely attained (54.0%). Goal attainment was not associated with age, gender, education, depressive symptoms, function, or health-related quality of life but was less likely among participants who had severe pain compared to those without pain (aOR: 0.38, 95% CI: 0.17, 0.86). When participant readiness to change (RTC) score increases by one point on the four-point scale, goal attainment was 62% more likely (aOR 1.62; 95% CI: 1.14–2.29). Conclusion Home-based collaborative goal-setting between older adults and OTs is feasible and particularly effective when individuals are ready or willing to adopt new strategies to achieve identified goals. PMID:28007445

Eyes on the prize or nose to the grindstone? The effects of level of goal evaluation on mood and motivation.

PubMed

Houser-Marko, Linda; Sheldon, Kennon M

2008-11-01

These studies tested the hypothesis that evaluating goal feedback in terms of a primary, longer term goal can be risky for future motivation. Study 1 was a 2 x 2 experiment in which framing level (primary goal/subgoal) and feedback valence (success/failure) were manipulated for participants during a verbal skills task. In the primary goal failure condition, there was increased negative mood and decreased positive mood and expectancy for subsequent trials, even while controlling for goal difficulty and importance. Study 2 was an 8-week study throughout which participants were asked to evaluate their progress regarding a primary goal (class grade goal) or subgoal (weekly study hours goal), and success or failure varied naturally. When progress was lacking, participants in the primary goal condition experienced the largest decreases in mood and expectancy. These results suggest that it is optimal to evaluate goal progress at the lower, subgoal level, particularly after failure feedback.

Parenting goals: predictors of parent involvement in disease management of children with type 1 diabetes.

PubMed

Robinson, Elizabeth M; Iannotti, Ronald J; Schneider, Stefan; Nansel, Tonja R; Haynie, Denise L; Sobel, Douglas O

2011-09-01

The purpose of this study was to develop a measure of diabetes-specific parenting goals for parents of children with type 1 diabetes and to examine whether parenting goals predict a change in parenting involvement in disease management. An independent sample of primary caretakers of 87 children aged 10 to 16 years with type 1 diabetes completed the measure of parenting goals (diabetes-specific and general goals); both parent and child completed measures of parent responsibility for diabetes management at baseline and 6 months. Parents ranked diabetes-specific parenting goals as more important than general parenting goals, and rankings were moderately stable over time. Parenting goals were related to parent responsibility for diabetes management. The relative ranking of diabetes-specific parenting goals predicted changes in parent involvement over 6 months, with baseline ranking of goals predicting more parental involvement at follow-up. Parenting goals may play an important role in family management of type 1 diabetes.

Where Do Self-Concordant Goals Come From? The Role of Domain-Specific Psychological Need Satisfaction.

PubMed

Milyavskaya, Marina; Nadolny, Daniel; Koestner, Richard

2014-06-01

Previous research has shown that self-concordant goals are more likely to be attained. But what leads someone to adopt a self-concordant goal in the first place? The present research addresses this question by looking at the domains in which goals are set, focusing on the amount of psychological need satisfaction experienced in these domains. Across three experimental studies, we demonstrate that domain-related need satisfaction predicts the extent to which people adopt self-concordant goals in a given domain, laying the foundation for successful goal pursuit. In addition, we show that need satisfaction influences goal self-concordance because in need-satisfying domains people are both more likely to choose the most self-concordant goal (among a set of comparable choices), and are more likely to internalize the possible goals. The implications of this research for goal setting and pursuit as well as for the importance of examining goals within their broader motivational framework are discussed. © 2014 by the Society for Personality and Social Psychology, Inc.

Goals and everyday problem solving: examining the link between age-related goals and problem-solving strategy use.

PubMed

Hoppmann, Christiane A; Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-07-01

Qualitative interviews on family and financial problems from 332 adolescents, young, middle-aged, and older adults, demonstrated that developmentally relevant goals predicted problem-solving strategy use over and above problem domain. Four focal goals concerned autonomy, generativity, maintaining good relationships with others, and changing another person. We examined both self- and other-focused problem-solving strategies. Autonomy goals were associated with self-focused instrumental problem solving and generative goals were related to other-focused instrumental problem solving in family and financial problems. Goals of changing another person were related to other-focused instrumental problem solving in the family domain only. The match between goals and strategies, an indicator of problem-solving adaptiveness, showed that young individuals displayed the greatest match between autonomy goals and self-focused problem solving, whereas older adults showed a greater match between generative goals and other-focused problem solving. Findings speak to the importance of considering goals in investigations of age-related differences in everyday problem solving.

The influence of multiple goals on driving behavior: the case of safety, time saving, and fuel saving.

PubMed

Dogan, Ebru; Steg, Linda; Delhomme, Patricia

2011-09-01

Due to the innate complexity of the task drivers have to manage multiple goals while driving and the importance of certain goals may vary over time leading to priority being given to different goals depending on the circumstances. This study aimed to investigate drivers' behavioral regulation while managing multiple goals during driving. To do so participants drove on urban and rural roads in a driving simulator while trying to manage fuel saving and time saving goals, besides the safety goals that are always present during driving. A between-subjects design was used with one group of drivers managing two goals (safety and fuel saving) and another group managing three goals (safety, fuel saving, and time saving) while driving. Participants were provided continuous feedback on the fuel saving goal via a meter on the dashboard. The results indicate that even when a fuel saving or time saving goal is salient, safety goals are still given highest priority when interactions with other road users take place and when interacting with a traffic light. Additionally, performance on the fuel saving goal diminished for the group that had to manage fuel saving and time saving together. The theoretical implications for a goal hierarchy in driving tasks and practical implications for eco-driving are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Achievement Goal Orientations and Adolescents’ Subjective Well-Being in School: The Mediating Roles of Academic Social Comparison Directions

PubMed Central

Tian, Lili; Yu, Tingting; Huebner, E. Scott

2017-01-01

The purpose of this study was to examine the multiple mediational roles of academic social comparison directions (upward academic social comparison and downward academic social comparison) on the relationships between achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and subjective well-being (SWB) in school (school satisfaction, school affect) in adolescent students in China. A total of 883 Chinese adolescent students (430 males; Mean age = 12.99) completed a multi-measure questionnaire. Structural equation modeling was used to examine the hypotheses. Results indicated that (1) mastery goal orientations and performance-approach goal orientations both showed a statistically significant, positive correlation with SWB in school whereas performance-avoidance goal orientations showed a statistically significant, negative correlation with SWB in school among adolescents; (2) upward academic social comparisons mediated the relation between the three types of achievement goal orientations (i.e., mastery goals, performance-approach goals, and performance-avoidance goals) and SWB in school; (3) downward academic social comparisons mediated the relation between mastery goal orientations and SWB in school as well as the relation between performance-avoidance goal orientations and SWB in school. The findings suggest possible important cultural differences in the antecedents of SWB in school in adolescent students in China compared to adolescent students in Western nations. PMID:28197109

Goal planning: a retrospective audit of rehabilitation process and outcome.

PubMed

Duff, Jane; Evans, Matthew J; Kennedy, Paul

2004-05-01

To consider the effectiveness of a goal planning programme for people with spinal cord injury (SCI) and address some of the current evidence gaps in goal setting. Retrospective audit. Consecutive series of 65 newly injured SCI patients. The Needs Assessment Checklist (NAC) has been specifically developed for the SCI population, and is used to assess patient attainment in core rehabilitation areas. A 'Goal Planning Progress' form was also used to specifically detail the goal planning process. Across the 65 patients, 396 goal planning meetings were held with 6176 goals set in total. Seventy-two per cent of the goals set at the first goal planning meeting were achieved by the second meeting. The rate of achievement at subsequent meetings was 68%. Significant differences in the number of planned rehabilitation days, number of goal planning meetings, and goals set were identified between injury categories. Significant positive correlations were found between the number of goals set and achievement, as measured by the NAC, in certain rehabilitation domains. The findings of this study demonstrate that the Needs Assessment and Goal Planning framework is effective in planning SCI rehabilitation. The capacity of this goal planning system to reflect individual need has also been established. Further systematic analyses of this process could potentially lead to more efficient rehabilitation and the identification of care pathways within clinical areas.

School, Teacher, Peers, and Parents' Goals Emphases and Adolescents' Motivation to Learn Science in and out of School

ERIC Educational Resources Information Center

Vedder-Weiss, Dana; Fortus, David

2013-01-01

Achievement goal theory distinguishes between mastery goals (the goals of developing competence) and performance goals (the goals of demonstrating competence) [Ames [1992] "Journal of Educational Psychology" 84: 261-271]. In this study, we employed this theory aiming to better understand why adolescents' motivation to learn science…

When Goals Conflict But People Prosper: The Case of Dispositional Optimism

PubMed Central

Segerstrom, Suzanne C.; Nes, Lise Solberg

2005-01-01

Optimistic persistence in pursuing goals may have beneficial consequences such as protection against negative affect and greater likelihood of goal attainment, but persistence can also result in greater likelihood of goal conflict, which can have negative consequences. Two studies, one cross-sectional (N = 100) and one longitudinal (N = 77), found that optimism associated with higher goal conflict. However, objectively rated goal conflict did not significantly undermine adjustment, and when balance among goal value, expectancy, and conflict was considered, optimism associated with better balance. In turn, balance accounted for part of optimists’ better goal progress over the course of a semester. Although goal conflict may have costs, these costs appear to be offset by accompanying benefits, particularly for optimists. PMID:17016545

Using self-regulation theory to examine patient goals, barriers, and facilitators for taking medication.

PubMed

Kucukarslan, Suzan N; Thomas, Sheena; Bazzi, Abraham; Virant-Young, Deborah

2009-12-01

: Self-regulation theory predicts that patient behavior is determined by the patient's assessment of his/her condition (illness presentation) and related health goals. Patients will adapt their behavior to achieve those goals. However, there are multiple levels of goals. In such cases, those lower-level goals (health goals) that are strongly correlated with higher-level goals (i.e. quality of life [QOL]) are more likely to drive patient behavior. Medication non-compliance is a health behavior that challenges healthcare practitioners. Thus, the primary aim of this paper is to explore the relationship between the lower-level goals for taking medication with higher-level goals. This paper also identifies patient-perceived barriers and facilitators toward achieving goals as they may relate to patients' illness representation. : To identify lower- and higher-level goals associated with medication use for chronic conditions. To determine if there is a relationship between higher-level (global) goals and lower-level (health-related) goals. To identify patient-perceived facilitators and barriers to achieving those goals. : This was a prospective, observational study using a mailed survey. The setting was a US Midwestern state-wide survey. Participants were patients living in the community with hypertension, heart disease, diabetes mellitus, or arthritis, and taking prescription medication for any one of those conditions. The main outcome measures were lower- and higher-level goals related to medication use. The survey asked the participants if they had achieved their goals and to identify factors that may pose as barriers or facilitators to achieving them. Pearson correlation was used to test the relationship between the lower- and higher-level goals at p < 0.05. : Responses from 292 qualifying patients were obtained. A significant relationship between lower- and higher-level goals existed (p = 0.03). Preventing future health problems was the most important lower-level goal for almost half of the respondents. Approximately 43% of the respondents said 'improving or maintaining quality of life' was their most important higher-level goal. Elderly respondents (65 years or older) said that being able to carry out daily activities on their own was their most important higher-level goal. To achieve this goal, they identified 'preventing future health problems' as the associated lower-level goal. One-third of the respondents stated that they had not yet achieved their medication-related goals. Patients identified good communication with their physicians (35%), the effectiveness of the drug product (32%), and their ability to monitor their condition (20%) as important factors toward helping them achieve their goals. Medication costs (30%), drug adverse effects (25%), and the lack of drug effectiveness (22%) were factors that patients identified as barriers to achieving their goals. : There is a significant and positive relationship between the lower- and higher-level goals. Healthcare providers can work with their patients to achieve their goals. Both good communication with the prescriber and the effectiveness of the drug product were identified as the most important facilitator by one-third of the respondents. Future research should study if relating the impact of good symptom control or the reduction of future health risks to QOL or longevity, as deemed relevant by the patient, influences medication adherence behavior.

Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning.

PubMed

Liem, Gregory Arief D

2016-03-01

Students' pursuit of academic and social goals has implications for school functioning. However, studies on academic and social achievement goals have been relatively independent and mainly conducted with students in culturally Western settings. Guided by multiple-goal perspectives, this study examined the role of academic and social achievement goals in outcome variables relevant to academic (achievement, effort/persistence), social (peer relationship satisfaction, loneliness), and socio-academic (cooperative learning, competitive learning, socially regulated, and self-regulated learning) functioning. A total of 356 Indonesian high-school students (mean age = 16 years; 36% girls) participated in the study. A self-report survey comprising items drawn from pre-existing instruments was administered to measure distinct dimensions of achievement goals and outcomes under focus. Regression analysis was performed to examine additive, interactive, and specialized effects of achievement goals on outcomes. Aligned with the hierarchical model of goal relationships (Wentzel, 2000, Contemp. Educ. Psychol., 25, 105), academic and social achievement goals bore additive effects on most outcomes. Findings also revealed a specialized effect on academic achievement and notable interactive effects on cooperative learning. In general, mastery-approach and performance-approach goals were more adaptive than their avoidance counterparts. The effects of social development goals were positive, whereas those of social demonstration-approach goals were mixed. Contrary to prior findings, social demonstration-avoidance goals did not appear to be inimical for school functioning. Findings underscore the importance of both academic and social achievement goals in day-to-day school functioning and the need to consider the meaning of goals and the coordination of multiple goals from cultural lenses. © 2015 The British Psychological Society.

IEP goals for school-age children with speech sound disorders.

PubMed

Farquharson, Kelly; Tambyraja, Sherine R; Justice, Laura M; Redle, Erin E

2014-01-01

The purpose of the current study was to describe the current state of practice for writing Individualized Education Program (IEP) goals for children with speech sound disorders (SSDs). IEP goals for 146 children receiving services for SSDs within public school systems across two states were coded for their dominant theoretical framework and overall quality. A dichotomous scheme was used for theoretical framework coding: cognitive-linguistic or sensory-motor. Goal quality was determined by examining 7 specific indicators outlined by an empirically tested rating tool. In total, 147 long-term and 490 short-term goals were coded. The results revealed no dominant theoretical framework for long-term goals, whereas short-term goals largely reflected a sensory-motor framework. In terms of quality, the majority of speech production goals were functional and generalizable in nature, but were not able to be easily targeted during common daily tasks or by other members of the IEP team. Short-term goals were consistently rated higher in quality domains when compared to long-term goals. The current state of practice for writing IEP goals for children with SSDs indicates that theoretical framework may be eclectic in nature and likely written to support the individual needs of children with speech sound disorders. Further investigation is warranted to determine the relations between goal quality and child outcomes. (1) Identify two predominant theoretical frameworks and discuss how they apply to IEP goal writing. (2) Discuss quality indicators as they relate to IEP goals for children with speech sound disorders. (3) Discuss the relationship between long-term goals level of quality and related theoretical frameworks. (4) Identify the areas in which business-as-usual IEP goals exhibit strong quality.

Design of Mobile Health Tools to Promote Goal Achievement in Self-Management Tasks

PubMed Central

Henderson, Geoffrey; Parmanto, Bambang

2017-01-01

Background Goal-setting within rehabilitation is a common practice ultimately geared toward helping patients make functional progress. Objective The purposes of this study were to (1) qualitatively analyze data from a wellness program for patients with spina bifida (SB) and spinal cord injury (SCI) in order to generate software requirements for a goal-setting module to support their complex goal-setting routines, (2) design a prototype of a goal-setting module within an existing mobile health (mHealth) system, and (3) identify what educational content might be necessary to integrate into the system. Methods A total of 750 goals were analyzed from patients with SB and SCI enrolled in a wellness program. These goals were qualitatively analyzed in order to operationalize a set of software requirements for an mHealth goal-setting module and identify important educational content. Results Those of male sex (P=.02) and with SCI diagnosis (P<.001) were more likely to achieve goals than females or those with SB. Temporality (P<.001) and type (P<.001) of goal were associated with likelihood that the goal would be achieved. Nearly all (210/213; 98.6%) of the fact-finding goals were achieved. There was no significant difference in achievement based on goal theme. Checklists, data tracking, and fact-finding tools were identified as three functionalities that could support goal-setting and achievement in an mHealth system. Based on the qualitative analysis, a list of software requirements for a goal-setting module was generated, and a prototype was developed. Targets for educational content were also generated. Conclusions Innovative mHealth tools can be developed to support commonly set goals by individuals with disabilities. PMID:28739558

Functional Goals and Predictors of Their Attainment in Low-Income Community-Dwelling Older Adults.

PubMed

Waldersen, Brian W; Wolff, Jennifer L; Roberts, Laken; Bridges, Allysin E; Gitlin, Laura N; Szanton, Sarah L

2017-05-01

To describe functional goals and factors associated with goal attainment among low-income older adults with disabilities living in the community. Secondary analysis. Participants' homes. Older adults (N=226) with disability who participated in the Community Aging in Place, Advancing Better Living for Elders trial. A 5-month, home-based, person-directed, structured program delivered by an interprofessional team: occupational therapist, registered nurse, and handyman. Process of occupational therapist goal setting and attainment at the final occupational therapist visit. Participants identified 728 functional goals (mean of 3.2 goals per participant), most commonly related to transferring (22.0%; n=160 goals), changing or maintaining body position (21.4%; n=156 goals), and stair climbing (13.0%; n=95 goals). Participants attained 73.5% (n=535) of goals. Goal attainment was highest for stair climbing (86.3%), transferring (85.6%), and self-care (84.6%); walking goals were less likely attained (54.0%). Goal attainment was not associated with age, sex, education, depressive symptoms, function, or health-related quality of life but was less likely among participants who had severe pain compared with those without pain (adjusted odds ratio, 0.38; 95% confidence interval, 0.17-0.86). When participant readiness to change score increases by 1 point on the 4-point scale, goal attainment was 62% more likely (adjusted odds ratio, 1.62; 95% confidence interval, 1.14-2.29). Home-based collaborative goal setting between older adults and occupational therapists is feasible and particularly effective when individuals are ready or willing to adopt new strategies to achieve identified goals. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Goal-setting to Promote a Healthier Lifestyle in Later Life: Qualitative Evaluation of the AgeWell Trial

PubMed Central

Nelis, Sharon M.; Thom, Jeanette M.; Jones, Ian Rees; Hindle, John V.

2018-01-01

ABSTRACT Objective: We report a mixed method evaluation of the feasibility and implementation of the AgeWell goal-setting intervention to promote healthy ageing later life. Method: Researcher field notes, goal-setting interview content, and semi-structured interviews with participants were content analysed to review trial implementation and participants’ perspective on the goal-setting and mentoring intervention. Results: 75 people were recruited: 21 in the goal-setting and 22 in the goal-setting with mentoring arms of the intervention. Goal-setting was feasible in the main domains of interest. Adherence to the protocol was good and the mentoring schedule was adhered to. Participants reported satisfaction with their goal attainment, but barriers for non-achievement were also identified. Recommendations for small changes to the intervention included reducing the number of goals. Conclusions: Participants understood the goal-setting process, and were able to set realistic and achievable lifestyle goals. The intervention and the procedures were acceptable but changes in how goal-setting is both introduced and monitored are needed for wider implementation. Clinical Implications: Goal-setting can be a useful process to help people alter their lifestyle to allow them to age more successfully and reduce risk factors associated with dementia. PMID:29308992

The relationship of work avoidance and learning goals to perceived competence, externality and meaning.

PubMed

Seifert, T L; O'Keefe, B A

2001-03-01

Motivational researchers have suggested that work avoidance may be an academic goal in which students seek to minimise the amount of work they do in school. Additionally, research has also suggested that emotions may be catalysts for goals. This study examined the relationship between emotions and learning or work avoidance goals. Do emotions explain goals? The participants were 512 senior high school students in Eastern Canada. Students completed a survey assessing motivation related constructs. A structural equation model was postulated in which students' affect predicted learning goals and work avoidant goals. A cluster analysis of affect scores was performed followed by between-group and within-group contrasts of goal scores. The structural equation model suggested that a sense of competence and control were predictive of a learning goal while lack of meaning was related to work avoidance. The cluster analysis showed that confidence and control were associated with a learning goal but that a sense of inadequacy, lack of control or lack of meaning could give rise to work avoidance. Emotions seem to be directly linked to goals. Teachers who foster feelings of self-assuredness will be helping students develop learning goals. Students who feel less competent, bored or have little control will adopt work avoidant goals.

The 2 × 2 Standpoints Model of Achievement Goals

PubMed Central

Korn, Rachel M.; Elliot, Andrew J.

2016-01-01

In the present research, we proposed and tested a 2 × 2 standpoints model of achievement goals grounded in the development-demonstration and approach-avoidance distinctions. Three empirical studies are presented. Study 1 provided evidence supporting the structure and psychometric properties of a newly developed measure of the goals of the 2 × 2 standpoints model. Study 2 documented the predictive utility of these goal constructs for intrinsic motivation: development-approach and development-avoidance goals were positive predictors, and demonstration-avoidance goals were a negative predictor of intrinsic motivation. Study 3 documented the predictive utility of these goal constructs for performance attainment: Demonstration-approach goals were a positive predictor and demonstration-avoidance goals were a negative predictor of exam performance. The conceptual and empirical contributions of the present research were discussed within the broader context of existing achievement goal theory and research. PMID:27242641

Elucidating a Goal-Setting Continuum in Brain Injury Rehabilitation.

PubMed

Hunt, Anne W; Le Dorze, Guylaine; Trentham, Barry; Polatajko, Helene J; Dawson, Deirdre R

2015-08-01

For individuals with brain injury, active participation in goal setting is associated with better rehabilitation outcomes. However, clinicians report difficulty engaging these clients in goal setting due to perceived or real deficits (e.g., lack of awareness). We conducted a study using grounded theory methods to understand how clinicians from occupational therapy facilitate client engagement and manage challenges inherent in goal setting with this population. Through constant comparative analysis, a goal-setting continuum emerged. At one end of the continuum, therapists embrace client-determined goals and enable clients to decide their own goals. At the other, therapists accept preset organization-determined goals (e.g., "the goal is discharge") and pay little attention to client input. Although all participants aspired to embrace client-determined goal setting, most felt powerless to do so within perceived organizational constraints. Views of advocacy and empowerment help to explain our findings and inform more inclusive practice. © The Author(s) 2015.

Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

PubMed Central

Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

2016-01-01

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

Predicting race performance in triathlon: the role of perfectionism, achievement goals, and personal goal setting.

PubMed

Stoeber, Joachim; Uphill, Mark A; Hotham, Sarah

2009-04-01

The question of how perfectionism affects performance is highly debated. Because empirical studies examining perfectionism and competitive sport performance are missing, the present research investigated how perfectionism affected race performance and what role athletes' goals played in this relationship in two prospective studies with competitive triathletes (Study 1: N = 112; Study 2: N = 321). Regression analyses showed that perfectionistic personal standards, high performance-approach goals, low performance-avoidance goals, and high personal goals predicted race performance beyond athletes' performance level. Moreover, the contrast between performance-avoidance and performance-approach goals mediated the relationship between perfectionistic personal standards and performance, whereas personal goal setting mediated the relationship between performance-approach goals and performance. The findings indicate that perfectionistic personal standards do not undermine competitive performance, but are associated with goals that help athletes achieve their best possible performance.

Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools.

PubMed

Martin, Andrew J; Collie, Rebecca J; Mok, Magdalena M C; McInerney, Dennis M

2016-03-01

Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. This study extends this work to a multicultural context, assessing perceived PB goal structure in school and individual PB goals among Chinese- and English-speaking background Australian high school students attending the same schools. A sample of 450 students (N = 225 Chinese-speaking background Australian students; N = 225 matched English-speaking background Australian students) from 20 schools. We conducted multigroup path modelling to examine the following process model: Perceived PB goal structure in school → individual PB goals → school engagement → academic achievement. Findings showed that for both groups, perceived PB goal structure in school is associated with an individual's PB goals (and engagement), individual PB goals are associated with engagement, and engagement is associated with achievement. The indirect effects of perceived PB goal structure in school to achievement (via individual PB goals and engagement) and individual PB goals to achievement (via engagement) were also significant. Notably, there was no significant difference in parameters between Chinese- and English-speaking background students, suggesting generality of the effects of perceived PB goal structure in school and individual PB goals in the engagement and achievement process. Findings hold implications for educators teaching to culturally diverse classrooms and seeking to optimize students' academic growth within these contexts. © 2015 The British Psychological Society.

Goal setting in paediatric rehabilitation for children with motor disabilities: a scoping review.

PubMed

Pritchard-Wiart, Lesley; Phelan, Shanon K

2018-02-01

The three objectives of this scoping review were to (1) identify key conceptual/theoretical frameworks and the extent to which they are used to inform goal setting related to rehabilitation goal setting with children with motor disabilities, (2) describe research that has evaluated goal setting processes and outcomes, and (3) summarize the purposes of goal setting described in paediatric rehabilitation literature. The scoping review process described by Arksey and O'Malley was used to guide article selection and data extraction. A total of 62 articles were included in the final review. While the concept of family-centered care was well represented, theoretical frameworks specific to goal setting (i.e. goal setting theory described by Locke and Latham, mastery motivation, social cognitive, personal construct, and self-determination theories) were rarely addressed. No articles reviewed addressed prominent behavior change theory. With the exception of the description of tools specifically designed for use with children, the role of the child in the goal setting process was generally absent or not well described. Few studies ( n = 6) discussed the linkage between goals and intervention strategies explicitly. Only two studies in the review evaluated outcomes associated with goal setting. The primary purpose for goal setting identified in the literature was to develop goals that are meaningful to families ( n = 49). The results highlight significant gaps in the literature explicating a sound theoretical basis for goal setting in paediatric rehabilitation and research evaluating the effects of goal qualities and goal setting processes on the achievement of meaningful outcomes.

The Achievement Goal Questionnaire-Revised for Thai College Students and Asian Context

ERIC Educational Resources Information Center

Ratsameemonthon, L.

2015-01-01

Introduction: The four dimensions (2x2) of achievement goal are the latest versión of achievement goal questionnaire to explain reasons or purposes of individuals pursuing their goal. In Thailand the 2x2 framework of achievement goal questionnaire to examine a student's achievement goal in the Thai Language version may not have been sufficiently…

Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

ERIC Educational Resources Information Center

Vansteenkiste, Maarten; Lens, Willy; Elliot, Andrew J.; Soenens, Bart; Mouratidis, Athanasios

2014-01-01

An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals' achievement goals, a distinction…

Studying for the Sake of Others: The Role of Social Goals on Academic Engagement

ERIC Educational Resources Information Center

King, Ronnel Bornasal; McInerney, Dennis M.; Watkins, David A.

2012-01-01

Much of the research on achievement goal theory has focused on the roles of mastery and performance goals in academic engagement, thus the role of other goals such as social goals has mostly been neglected. The aim of this research was to investigate the effects of different kinds of social goals (affiliation, approval, concern, responsibility and…

The Role of Goal Pursuit in the Interaction between Psychosocial Work Environment and Occupational Well-Being

ERIC Educational Resources Information Center

Hyvonen, Katriina; Feldt, Taru; Tolvanen, Asko; Kinnunen, Ulla

2010-01-01

The relation of the core components of the Effort-Reward Imbalance model (ERI; Siegrist, 1996) to goal pursuit was investigated. Goal pursuit was studied through categories of goal contents--competency, progression, well-being, job change, job security, organization, finance, or no work goal--based on the personal work goals of managers (Hyvonen,…

Improving knowledge of strategic goals and the impact on organizational commitment.

PubMed

Enriquez, V; McBride, J; Paxton, L

2001-01-01

A large health maintenance organization (HMO) in San Diego, California developed a year-long communication plan to increase employee knowledge of the company's strategic goals and enhance organizational commitment. Survey results indicated: Respondents remembered significantly more strategic goals after program implementation. Respondents who had personal involvement in achieving goals remembered significantly more goals than those without involvement. Department meetings and the employee/physician newsletter were identified as primary sources for learning about goals. These findings suggest that organizations may be able to strengthen employee commitment by increasing awareness of the organization's strategic goals and encouraging employees to become personally involved in the achievement of those goals.

ProgrammingRationalAgents in GOAL

NASA Astrophysics Data System (ADS)

Hindriks, Koen V.

The agent programming language GOAL is a high-level programming language to program rational agents that derive their choice of action from their beliefsand goals. The language provides the basic building blocks to design and implementrationalagents by meansofa setofprogramming constructs. These programming constructs allow and facilitate the manipulation of an agent’sbeliefs and goals and to structure its decision-making. GOAL agents are called rational because they satisfy a numberof basic rationality constraints and because they decide to perform actions to further their goals based uponareasoning scheme derived from practical reasoning. The programming concepts of belief and goal incorporated into GOAL provide the basis for this form of reasoning and are similarto their common sense counterparts used everyday to explain the actions that we perform. In addition, GOAL provides the means for agents to focus their attention on specic goals and to communicate at the knowledge level. This provides an intuitive basis for writing high-level agent programs. At the same time these concepts and programming constructs have a well-dened, formal semantics. The formal semantics provides the basis for deninga verication framework for GOAL for verifying and reasoning about GOAL agents whichis similar to some of the wellknownagent logics introduced in the literature.

The impact of goal setting and goal orientation on performance during a clerkship surgical skills training program.

PubMed

Gardner, Aimee K; Diesen, Diana L; Hogg, Deborah; Huerta, Sergio

2016-02-01

The purpose of this study was to integrate relevant goal-setting theory and to identify if trainees' goal orientations have an impact on the assigned goals-performance relationship. Trainees attended 1 of the 3 goal-training activities (do your best, performance, or learning goals) for knot tying (KT) and camera navigation (CN) during the 3rd-year clerkship rotation. Questionnaires and pretests and/or post-tests were completed. One twenty-seven 3rd-year medical students (age: 25 ± 2.6; 54% women) participated in the training program. Pretraining to post-training performance changes were significant for all groups on both tasks (P < .01), but the increase was significantly greater (P < .01) for the learning goals group (do your best: KTΔ = 2.14, CNΔ = 1.69; performance: KTΔ = 2.49, CNΔ = 2.24; learning: KTΔ = 3.04 CNΔ = 2.76). Correlations between goal orientations and improvement were examined, revealing a unique role of goal orientation for performance improvement. These data indicate that consideration of goal type and trainee goal orientation must be considered during curriculum development to maximize educational value. Copyright © 2016 Elsevier Inc. All rights reserved.

Content and characteristics of goals created during a self-management intervention for people with epilepsy.

PubMed

Walker, Elizabeth Reisinger; Wexler, Bethany; Dilorio, Colleen; Escoffery, Cam; McCarty, Frances; Yeager, Katherine A

2009-12-01

Goals are presented in the chronic illness literature as effective strategies to help people adopt self-management behaviors; however, not much is known about the types and characteristics of individuals' goals. The purpose of this study was to examine goal setting among people with epilepsy who participated in the WebEase program. WebEase is an Internet-based, theory-driven, self-management program with modules on medication adherence, stress management, and sleep habits. Participants had the opportunity to create and evaluate goals over the course of 6 weeks, with 2 weeks for each module. The goals were analyzed using three dimensions: content, specificity, and proximity. Most participants in the sample wrote goals for each week of the program. Several main content areas emerged within the modules. Goal quality, measured by specificity and proximity, did not differ according to readiness for behavior change. Readiness to change did not differ between those who wrote a goal and those who did not. The diversity of goal content and quality indicates that individuals should be supported in goal development and encouraged to set their own self-management goals, regardless of their readiness for behavior change.

Providing Goal-Based Autonomy for Commanding a Spacecraft

NASA Technical Reports Server (NTRS)

Rabideau, Gregg; Chien, Steve; Liu, Ning

2008-01-01

A computer program for use aboard a scientific-exploration spacecraft autonomously selects among goals specified in high-level requests and generates corresponding sequences of low-level commands, understandable by spacecraft systems. (As used here, 'goals' signifies specific scientific observations.) From a dynamic, onboard set of goals that could oversubscribe spacecraft resources, the program selects a non-oversubscribing subset that maximizes a quality metric. In an early version of the program, the requested goals are assumed to have fixed starting times and durations. Goals can conflict by exceeding a limit on either the number of separate goals or the number of overlapping goals making demands on the same resource. The quality metric used in this version is chosen to ensure that a goal will never be replaced by another having lower priority. At any time, goals can be added or removed, or their priorities can be changed, and the 'best' goal will be selected. Once a goal has been selected, the program implements a robust, flexible approach to generation of low-level commands: Rather than generate rigid sequences with fixed starting times, the program specifies flexible sequences that can be altered to accommodate run time variations.

Goals Set by Patients Using the ICF Model before Receiving Botulinum Injections and Their Relation to Spasticity Distribution

PubMed Central

Choi, Kevin; Peters, Jaclyn; Tri, Andrew; Chapman, Elizabeth; Sasaki, Ayako; Ismail, Farooq; Boulias, Chris; Reid, Shannon

2017-01-01

Purpose: Goal Attainment Scaling (GAS) is used to assess functional gains in response to treatment. Specific characteristics of the functional goals set by individuals receiving botulinum toxin type A (BoNTA) injections for spasticity management are unknown. The primary objectives of this study were to describe the characteristics of the goals set by patients before receiving BoNTA injections using the International Classification of Functioning, Disability and Health (ICF) and to determine whether the pattern of spasticity distribution affected the goals set. Methods: A cross-sectional retrospective chart review was carried out in an outpatient spasticity-management clinic in Toronto. A total of 176 patients with a variety of neurological lesions attended the clinic to receive BoNTA injections and completed GAS from December 2012 to December 2013. The main outcome measures were the characteristics of the goals set by the participants on the basis of ICF categories (body functions and structures, activity and participation) and the spasticity distribution using Modified Ashworth Scale scores. Results: Of the patients, 73% set activity and participation goals, and 27% set body functions and structures goals (p<0.05). In the activity and participation category, 30% of patients set moving and walking goals, 28% set self-care and dressing goals, and 12% set changing and maintaining body position goals. In the body functions and structures category, 18% set neuromuscular and movement-related goals, and 8% set pain goals. The ICF goal categories were not related to the patterns of spasticity (upper limb vs. lower limb or unilateral vs. bilateral spasticity) or type of upper motor neuron (UMN) lesion (p>0.05). Conclusion: Our results show that patients receiving BoNTA treatment set a higher percentage of activity and participation goals than body functions and structures goals. Goal classification was not affected by type of spasticity distribution or type of UMN disorder. PMID:28539691

Self-regulation of health behavior: social psychological approaches to goal setting and goal striving.

PubMed

Mann, Traci; de Ridder, Denise; Fujita, Kentaro

2013-05-01

The goal of this article is to review and highlight the relevance of social psychological research on self-regulation for health-related theory and practice. We first review research on goal setting, or determining which goals to pursue and the criteria to determine whether one has succeeded. We discuss when and why people adopt goals, what properties of goals increase the likelihood of their attainment, and why people abandon goals. We then review research on goal striving, which includes the planning and execution of actions that lead to goal attainment, and the processes that people use to shield their goals from being disrupted by other competing goals, temptations, or distractions. We describe four types of strategies that people use when pursuing goals. We find that self-regulation entails the operation of a number of psychological mechanisms, and that there is no single solution that will help all people in all situations. We recommend a number of strategies that can help people to more effectively set and attain health-related goals. We conclude that enhancing health behavior requires a nuanced understanding and sensitivity to the varied, dynamic psychological processes involved in self-regulation, and that health is a prototypical and central domain in which to examine the relevance of these theoretical models for real behavior. We discuss the implications of this research for theory and practice in health-related domains. PsycINFO Database Record (c) 2013 APA, all rights reserved.

A Fast Goal Recognition Technique Based on Interaction Estimates

NASA Technical Reports Server (NTRS)

E-Martin, Yolanda; R-Moreno, Maria D.; Smith, David E.

2015-01-01

Goal Recognition is the task of inferring an actor's goals given some or all of the actor's observed actions. There is considerable interest in Goal Recognition for use in intelligent personal assistants, smart environments, intelligent tutoring systems, and monitoring user's needs. In much of this work, the actor's observed actions are compared against a generated library of plans. Recent work by Ramirez and Geffner makes use of AI planning to determine how closely a sequence of observed actions matches plans for each possible goal. For each goal, this is done by comparing the cost of a plan for that goal with the cost of a plan for that goal that includes the observed actions. This approach yields useful rankings, but is impractical for real-time goal recognition in large domains because of the computational expense of constructing plans for each possible goal. In this paper, we introduce an approach that propagates cost and interaction information in a plan graph, and uses this information to estimate goal probabilities. We show that this approach is much faster, but still yields high quality results.

Life resources and personal goals in old age.

PubMed

Saajanaho, Milla; Rantakokko, Merja; Portegijs, Erja; Törmäkangas, Timo; Eronen, Johanna; Tsai, Li-Tang; Jylhä, Marja; Rantanen, Taina

2016-09-01

It has been theorized that life resources influence goal engagement. The aim of the present study was to examine whether personal characteristics, and socio-economic, social and health resources are associated with personal goal content in old age. The participants were 824 community-dwelling people aged 75-90 from the Life-Space Mobility in Old Age project. Personal goals were elicited using a revised version of the Personal Project Analysis in a structured interview. Cross-sectional bi- and multivariate analyses using logistic regression modelling were conducted. The results showed that the most commonly reported goals were health maintenance related. People with better health resources were more likely to report goals related to leisure-time, social and physical activities and less likely to report goals related to recovery of health. Those with poor social resources were at risk for having no personal goals in their lives. The results are in line with theorizing on the influence of life resources on goal setting in old age. Further longitudinal studies are needed on whether resource loss precedes goal modification, and how goal setting strategies influence both mental and physical well-being in old age.

Identity, Intimacy, Status and Sex Dating Goals as Correlates of Goal-Consistent Behavior and Satisfaction in Australian Youth

ERIC Educational Resources Information Center

Kelly, Marguerite; Zimmer-Gembeck, Melanie J.; Boislard-P., Marie-Aude

2012-01-01

The most common dating goals of adolescents are identity, intimacy, status and sex. In this study of Australian youth (16-30 years, N = 208), dating goals were expected to explain goal-consistent behavior in each domain. Also, goals coupled with consistent behavior were expected to be associated with greater satisfaction in each domain. Age,…

It's Not Just Your Goal, but Also Who You Know: How the Cognitive Associations among Goals and Relationships Influence Goal Detection in Social Interaction

ERIC Educational Resources Information Center

Palomares, Nicholas A.

2009-01-01

An experiment tested a theoretical framework for goal detection in dyadic interactions of close friends and unacquainted strangers wherein one conversationalist pursued a goal unbeknownst to a detector. The extent to which pursuers' conversation goal was cognitively associated with the dyad's relational type was manipulated. As hypothesized,…

Difficulties Experienced in Setting and Achieving Goals by Participants of a Falls Prevention Programme: A Mixed-Methods Evaluation

PubMed Central

Mason, Wendy; Haines, Terry P.

2014-01-01

ABSTRACT Purpose: To evaluate the ability of participants of a falls prevention programme to set and achieve goals. Methods: The study used a prospective longitudinal design and a mixed-methods approach to data collection. Study participants were (1) 220 older adults participating in a 15-week combined exercise and education falls prevention programme and (2) 9 practitioners (3 home-care nurses, 5 community workers, and an exercise physiologist) involved in delivering the programme. Data from goal-setting forms were analyzed, and descriptive statistics were used to determine the number of appropriate goals set and achieved. Data were analyzed according to programme setting (home- or group-based) and whether or not participants were classified as being from a Culturally and Linguistically Diverse (CALD) background in the Australian context. Semi-structured interviews with programme practitioners were thematically analyzed. Results: A total of 144 respondents (n=75 CALD group, n=41 non-CALD group, n=6 CALD home, n=22 non-CALD home) set 178 goals. Only 101 (57%) goals could be evaluated according to achievement, because participants set goals that focused on health state instead of behaviour, set goals not relevant to falls prevention, used inappropriate constructs to measure goal achievement, and either did not review their goals or dropped out of the programme before goal review. Of these 101 goals, 64 were achieved. Practitioners described their own difficulties in understanding the process of setting health behaviour goals along with communication, cultural, and logistic difficulties. Conclusions: Both CALD and non-CALD participants and those participating in both group- and home-based programmes experienced difficulty in setting and achieving goals to facilitate behaviour change for falls prevention. Data suggest that home-based participants had more difficulty in setting goals than their group-based counterparts and, to a lesser extent, that CALD participants experienced more difficulty in setting goals than their non-CALD counterparts. The use of a guided approach to goal setting and the need for more specific practitioner training and follow-up support regarding goal setting in the context of a falls prevention programme should be considered. PMID:25922563

Difficulties experienced in setting and achieving goals by participants of a falls prevention programme: a mixed-methods evaluation.

PubMed

Haas, Romi; Mason, Wendy; Haines, Terry P

2014-01-01

To evaluate the ability of participants of a falls prevention programme to set and achieve goals. The study used a prospective longitudinal design and a mixed-methods approach to data collection. Study participants were (1) 220 older adults participating in a 15-week combined exercise and education falls prevention programme and (2) 9 practitioners (3 home-care nurses, 5 community workers, and an exercise physiologist) involved in delivering the programme. Data from goal-setting forms were analyzed, and descriptive statistics were used to determine the number of appropriate goals set and achieved. Data were analyzed according to programme setting (home- or group-based) and whether or not participants were classified as being from a Culturally and Linguistically Diverse (CALD) background in the Australian context. Semi-structured interviews with programme practitioners were thematically analyzed. A total of 144 respondents (n=75 CALD group, n=41 non-CALD group, n=6 CALD home, n=22 non-CALD home) set 178 goals. Only 101 (57%) goals could be evaluated according to achievement, because participants set goals that focused on health state instead of behaviour, set goals not relevant to falls prevention, used inappropriate constructs to measure goal achievement, and either did not review their goals or dropped out of the programme before goal review. Of these 101 goals, 64 were achieved. Practitioners described their own difficulties in understanding the process of setting health behaviour goals along with communication, cultural, and logistic difficulties. Both CALD and non-CALD participants and those participating in both group- and home-based programmes experienced difficulty in setting and achieving goals to facilitate behaviour change for falls prevention. Data suggest that home-based participants had more difficulty in setting goals than their group-based counterparts and, to a lesser extent, that CALD participants experienced more difficulty in setting goals than their non-CALD counterparts. The use of a guided approach to goal setting and the need for more specific practitioner training and follow-up support regarding goal setting in the context of a falls prevention programme should be considered.

"Well it has to be language-related": speech-language pathologists' goals for people with aphasia and their families.

PubMed

Sherratt, Sue; Worrall, Linda; Pearson, Charlene; Howe, Tami; Hersh, Deborah; Davidson, Bronwyn

2011-08-01

Goal-setting is considered an essential part of rehabilitation practice and integral to person-centredness. However, people with aphasia are not always satisfied with goal-setting, and speech-language pathologists are concerned about the appropriateness of therapy. Furthermore, family members are often excluded from goal-setting, despite the impact aphasia has on them. The actual goals set by clinicians for clients with aphasia and their family members have not yet been investigated. This study aimed to examine the goals that clinicians set for their clients with aphasia and their family members. Data from in-depth interviews with 34 speech-language pathologists describing 84 goal-setting experiences with people with aphasia were coded into superordinate goals for both groups. Clinicians expressed a wide range of goals for people with aphasia and their family members, relating to communication, coping and participation factors, and education. In addition, evaluation was considered a goal for the clients. There were clients for whom no goals were set, particularly for family members, due to a lack of/limited contact. The goals described broadly addressed all aspects of the International Classification of Functioning, Disability and Health (ICF) and reflected the use of both functional and impairment-based therapeutic approaches; they also emphasize the importance of providing goal-setting options for the family members of these clients.

Decision-making and goal-setting in chronic disease management: Baseline findings of a randomized controlled trial☆

PubMed Central

Kangovi, Shreya; Mitra, Nandita; Smith, Robyn A.; Kulkarni, Raina; Turr, Lindsey; Huo, Hairong; Glanz, Karen; Grande, David; Long, Judith A.

2017-01-01

Objective Growing interest in collaborative goal-setting has raised questions. First, are patients making the ‘right choices’ from a biomedical perspective? Second, are patients and providers setting goals of appropriate difficulty? Finally, what types of support will patients need to accomplish their goals? We analyzed goals and action plans from a trial of collaborative goal-setting among 302 residents of a high-poverty urban region who had multiple chronic conditions. Methods Patients used a low-literacy aid to prioritize one of their chronic conditions and then set a goal for that condition with their primary care provider. Patients created patient-driven action plans for reaching these goals. Results Patients chose to focus on conditions that were in poor control and set ambitious chronic disease management goals. The mean goal weight loss −16.8lbs (SD 19.5), goal HbA1C reduction was −1.3% (SD 1.7%) and goal blood pressure reduction was −9.8 mmHg (SD 19.2 mmHg). Patient-driven action plans spanned domains including health behavior (58.9%) and psychosocial (23.5%). Conclusions High-risk, low-SES patients identified high priority conditions, set ambitious goals and generate individualized action plans for chronic disease management. Practice implications Practices may require flexible personnel who can support patients using a blend of coaching, social support and navigation. PMID:27717532

Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence.

PubMed

Harkin, Benjamin; Webb, Thomas L; Chang, Betty P I; Prestwich, Andrew; Conner, Mark; Kellar, Ian; Benn, Yael; Sheeran, Paschal

2016-02-01

Control theory and other frameworks for understanding self-regulation suggest that monitoring goal progress is a crucial process that intervenes between setting and attaining a goal, and helps to ensure that goals are translated into action. However, the impact of progress monitoring interventions on rates of behavioral performance and goal attainment has yet to be quantified. A systematic literature search identified 138 studies (N = 19,951) that randomly allocated participants to an intervention designed to promote monitoring of goal progress versus a control condition. All studies reported the effects of the treatment on (a) the frequency of progress monitoring and (b) subsequent goal attainment. A random effects model revealed that, on average, interventions were successful at increasing the frequency of monitoring goal progress (d+ = 1.98, 95% CI [1.71, 2.24]) and promoted goal attainment (d+ = 0.40, 95% CI [0.32, 0.48]). Furthermore, changes in the frequency of progress monitoring mediated the effect of the interventions on goal attainment. Moderation tests revealed that progress monitoring had larger effects on goal attainment when the outcomes were reported or made public, and when the information was physically recorded. Taken together, the findings suggest that monitoring goal progress is an effective self-regulation strategy, and that interventions that increase the frequency of progress monitoring are likely to promote behavior change. (c) 2016 APA, all rights reserved).

Decision-making and goal-setting in chronic disease management: Baseline findings of a randomized controlled trial.

PubMed

Kangovi, Shreya; Mitra, Nandita; Smith, Robyn A; Kulkarni, Raina; Turr, Lindsey; Huo, Hairong; Glanz, Karen; Grande, David; Long, Judith A

2017-03-01

Growing interest in collaborative goal-setting has raised questions. First, are patients making the 'right choices' from a biomedical perspective? Second, are patients and providers setting goals of appropriate difficulty? Finally, what types of support will patients need to accomplish their goals? We analyzed goals and action plans from a trial of collaborative goal-setting among 302 residents of a high-poverty urban region who had multiple chronic conditions. Patients used a low-literacy aid to prioritize one of their chronic conditions and then set a goal for that condition with their primary care provider. Patients created patient-driven action plans for reaching these goals. Patients chose to focus on conditions that were in poor control and set ambitious chronic disease management goals. The mean goal weight loss -16.8lbs (SD 19.5), goal HbA1C reduction was -1.3% (SD 1.7%) and goal blood pressure reduction was -9.8mmHg (SD 19.2mmHg). Patient-driven action plans spanned domains including health behavior (58.9%) and psychosocial (23.5%). High-risk, low-SES patients identified high priority conditions, set ambitious goals and generate individualized action plans for chronic disease management. Practices may require flexible personnel who can support patients using a blend of coaching, social support and navigation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Teaching Goal-Setting for Weight-Gain Prevention in a College Population: Insights from the CHOICES Study.

PubMed

Gardner, Jolynn; Kjolhaug, Jerri; Linde, Jennifer A; Sevcik, Sarah; Lytle, Leslie A

2013-01-01

This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. Four hundred and forty-one participants from three community colleges were recruited. Participants randomized into the intervention (n=224) enrolled in a course that taught strategies to help maintain or achieve a healthy weight. Participants were instructed in SMART (Specific, Measurable, Attainable, Realistic, Time-based) and behavioral goal-setting practices. Throughout the course, participants set goals related to improving their sleep, stress-management, exercise, and nutrition." Intervention participants set four hundred eighteen goals. Each goal was carefully evaluated. The efforts to teach behavioral goal-setting strategies were largely successful; however efforts to convey the intricacies of SMART goal-setting were not as successful. Implications for effective teaching of skills in setting SMART behavioral goals were realized in this study. The insights gained from the goal-setting activities of this study could be used to guide educators who utilize goals to achieve health behavior change. Based on the results of this study, it is recommended that very clear and directed instruction be provided in addition to multiple opportunities for goal-setting practice. Implications for future interventions involving education about goal-setting activities are discussed.

Goal setting in diabetes self-management: taking the baby steps to success.

PubMed

DeWalt, Darren A; Davis, Terry C; Wallace, Andrea S; Seligman, Hilary K; Bryant-Shilliday, Betsy; Arnold, Connie L; Freburger, Janet; Schillinger, Dean

2009-11-01

To evaluate the usefulness of a diabetes self-management guide and a brief counseling intervention in helping patients set and achieve their behavioral goals. We conducted a quasi-experimental study using a one group pretest posttest design to assess the effectiveness of a goal setting intervention along with a self-management guide. English- and Spanish-speaking patients with diabetes had one in-person session and two telephone follow-up calls with a non-clinical provider over a 12-16-week period. At each call and at the end of the study, we assessed success in achieving behavioral goals and problem solving toward those goals. Satisfaction with the self-management guide was assessed at the end of the study. We enrolled 250 patients across three sites and 229 patients completed the study. Most patients chose to set goals in diet and exercise domains. 93% of patients achieved at least one behavioral goal during the study and 73% achieved at least two behavioral goals. Many patients exhibited problem solving behavior to achieve their goals. We found no significant differences in reported achievement of behavior goals by literacy or language. Patients were very satisfied with the guide. A brief goal setting intervention along with a diabetes self-management guide helped patients set and achieve healthy behavioral goals. Non-clinical providers can successfully help a diverse range of patients with diabetes set and achieve behavioral goals.

Motivational changes in response to blocked goals and foreshortened time: testing alternatives to socioemotional selectivity theory.

PubMed

Fung, Helene H; Carstensen, Laura L

2004-03-01

Socioemotional selectivity theory contends that when people perceive time as limited, they prioritize emotionally meaningful goals. Although empirical support for the theory has been found in several studies, 2 alternative explanations for the pattern of findings remain: (a) emotional goals are pursued by default because nonemotional goals are blocked, and (b) emotional goals are pursued in search of emotional support rather than emotional meaning. This study tested these alternatives by examining social goals in response to blocked goals and foreshortened time. Findings reveal distinct motivational patterns, as reflected in social preferences and self-reported social goals, in response to the 2 types of constraints.

Goal-directedness and personal identity as correlates of life outcomes.

PubMed

Goldman, Barry M; Masterson, Suzanne S; Locke, Edwin A; Groth, Markus; Jensen, David G

2002-08-01

Although much research has been conducted on goal setting, researchers have not examined goal-directedness or propensity to set goals as a stable human characteristic in adults. In this study, a survey was developed and distributed to 104 adult participants to assess their goal-directedness, personal identity, and various life outcomes. A theoretical model was developed and tested using structural equation modeling that proposed that both goal-directedness and personal identity should positivcly influence important life outcomes. Analysis showed that goal-directedness and personal identity are positively related to personal well-being, salary, and marital satisfaction. Further, personal identity was positively related to job satisfaction but, contrary to related research, goal-directedness did not predict job satisfaction.

Framing the construct of life satisfaction in terms of older adults' personal goals.

PubMed

Rapkin, B D; Fischer, K

1992-03-01

Older adults' life satisfaction can be better understood in light of their personal goals. This study of 179 elders examined (a) how goals correlate with satisfaction, (b) whether elders maintain satisfaction by accommodating goals to past losses, and (c) how correlations between satisfaction and key predictors differ among groups with different goals. Satisfaction was related positively to social maintenance and energetic life-style goals and negatively to concerns for improvement, disengagement, stability, and reduced activity. Past losses were correlated with current goals but not with satisfaction, consistent with the notion of accommodation. A cluster analysis identified 5 patterns of goals: high demand, age prescribed, self-focused, socially engaged, and low demand. Correlations between satisfaction and other predictors differed by cluster, suggesting that the determinants of elders' satisfaction depend on personal goals.

Growth goals, maturity, and well-being.

PubMed

Bauer, Jack J; McAdams, Dan P

2004-01-01

In 2 studies (125 college students and 51 adults), 2 forms of growth goals (exploratory and intrinsic) were compared with 2 forms of personality development (social-cognitive maturity and social-emotional well-being). Participants whose narratives of major life goals emphasized conceptual exploration were especially likely to have high levels of maturity (measured as ego development; J. Loevinger, 1976), whereas those whose goals emphasized intrinsic interests (K. M. Sheldon & T. Kasser, 1995) were especially likely to have high levels of well-being. Participants who had coherent hierarchies of growth goals on the levels of major life goals and everyday goals were especially likely to have high levels of personality development. Finally, growth goals accounted for some relationships between age and personality development. Growth goals are discussed in terms of intentional self-development and specific developmental paths. (c) 2003 APA

Exercise adherence in patients with chronic obstructive pulmonary disease: an exploration of motivation and goals.

PubMed

Davis, Amy H T

2007-01-01

Adherence to an exercise regimen is challenging. Motivation is an important factor that can enhance exercise adherence. A key component of motivation is the setting and accomplishment of specified goals. Therefore, it is important to understand the relationship between patients' motivation and goals. Motivation and goal orientation in 14 participants with chronic obstructive pulmonary disease were assessed. Participants were also interviewed to explore their exercise and activity goals. Motivation was significantly associated with goal orientation. In addition, participants reported many explicit activity goals, but few participants had set specific exercise goals. The inconsistency between activity and exercise goals has not been reported previously. Findings from this preliminary study provide novel and relevant information that may help care providers understand factors that may influence exercise adherence in people with chronic obstructive pulmonary disease.

40 CFR 141.55 - Maximum contaminant level goals for radionuclides.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 22 2010-07-01 2010-07-01 false Maximum contaminant level goals for... PROGRAMS (CONTINUED) NATIONAL PRIMARY DRINKING WATER REGULATIONS Maximum Contaminant Level Goals and Maximum Residual Disinfectant Level Goals § 141.55 Maximum contaminant level goals for radionuclides...

40 CFR 141.55 - Maximum contaminant level goals for radionuclides.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 23 2011-07-01 2011-07-01 false Maximum contaminant level goals for... PROGRAMS (CONTINUED) NATIONAL PRIMARY DRINKING WATER REGULATIONS Maximum Contaminant Level Goals and Maximum Residual Disinfectant Level Goals § 141.55 Maximum contaminant level goals for radionuclides...

Differentiating Performance Approach Goals and Their Unique Effects

ERIC Educational Resources Information Center

Edwards, Ordene V.

2014-01-01

The study differentiates between two types of performance approach goals (competence demonstration performance approach goal and normative performance approach goal) by examining their unique effects on self-efficacy, interest, and fear of failure. Seventy-nine students completed questionnaires that measure performance approach goals,…

Directions for a Community College.

ERIC Educational Resources Information Center

Turner, Lewis O.

Because desired output goals should be the ruling criteria for the deployment of resources (inputs) and the selection of goal attainment strategies (processes), specific goal expectations and goal achievement evaluative methods must be determined. These output goals may be classified in two categories, quantitative (numbers of graduates, grade…

The Selfish Goal

PubMed Central

Bargh, John A.; Green, Michelle; Fitzsimons, Gráinne

2008-01-01

Three experiments tested the hypothesis that consciously intended goal pursuits have unintended consequences for social judgment and behavior. From evolutionary theory (Dawkins 1976/2006) and empirical evidence of a nonconscious mode of goal pursuit (Bargh, 2005) we derive the hypothesis that most human goal pursuits are open-ended in nature: Once active, goals will operate on goal-relevant content in the environment, even if that content is not the intended focus of the conscious goal. Experiments 1 and 2 demonstrate that goals to evaluate a job applicant for either a waiter or crime reporter position also shape impressions of incidental bystanders in the situation, such that the bystander is later liked or disliked not on his own merits, but on how well his behavior matches the criteria consciously applied in evaluating the job applicant. Experiment 3 finds that a goal to help a specific target person spills over to influence actions toward incidental bystanders, but only while active. Implications of these findings for goal pursuit in everyday life are discussed. PMID:19081795

Parental autonomy-support, intrinsic life goals, and well-being among adolescents in China and North America.

PubMed

Lekes, Natasha; Gingras, Isabelle; Philippe, Frederick L; Koestner, Richard; Fang, Jianqun

2010-08-01

Self-determination theory proposes that prioritizing intrinsic life goals, such as community involvement, is related to well-being, whereas focusing on extrinsic life goals, such as financial success, is associated with lower well-being and that parenting influences the type of life goals that youth adopt. In a sample of 515 Chinese (56% female, mean age = 15.50) and 567 North American (52% male, mean age = 14.17) adolescents, a model of the relationships between parenting, life goals, and well-being was investigated and confirmed for intrinsic life goals. Across societies, autonomy-supportive parenting was associated with the endorsement of intrinsic life goals, which in turn was associated with well-being. Intrinsic life goals partially mediated the relationship between parental autonomy-support and well-being. These findings suggest that, cross-culturally, prioritizing intrinsic life goals is related to increased well-being among adolescents and that parents could encourage intrinsic life goals by being supportive of their children's autonomy.

Achievement goals affect metacognitive judgments

PubMed Central

Ikeda, Kenji; Yue, Carole L.; Murayama, Kou; Castel, Alan D.

2017-01-01

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through a memory task) or performance-approach goals (i.e., demonstrate their strong memory ability through getting a high score on a memory task). The results of Experiments 1 and 2 showed that JOLs of word pairs in the performance-approach goal condition tended to be higher than those in the mastery-approach goal condition. In contrast, cued recall performance did not differ between the two goal conditions. Experiment 3 also demonstrated that metacomprehension judgments of text passages were higher in the performance-approach goal condition than in the mastery-approach goals condition, whereas test performance did not differ between conditions. These findings suggest that achievement motivation affects metacognitive judgments during learning, even when achievement motivation does not influence actual performance. PMID:28983496

Why people stereotype affects how they stereotype: the differential influence of comprehension goals and self-enhancement goals on stereotyping.

PubMed

van den Bos, Arne; Stapel, Diederik A

2009-01-01

In four studies, the authors examined the hypothesis that the way people stereotype is determined by the motives that instigate it. Study 1 measured and demonstrated the effectiveness of a commonly used priming technique to manipulate comprehension and self-enhancement goals. Study 2 demonstrated that why people stereotype determines how they stereotype: When a comprehension goal was salient, positive as well as negative stereotypes were applied, whereas a salient self-enhancement goal led to the application of negative but not positive stereotypes. Study 3 replicated these effects with different stereotypes. Study 4 replicated these effects and gave more insight in the consequences of goal fulfillment on stereotyping. Results indicated the fulfillment of a salient self-enhancement or comprehension goal led to the reduction of stereotyping. These effects were goal specific: Fulfillment of a self-enhancement goal decreased enhancement-driven but not comprehension-driven stereotyping; fulfillment of a comprehension goal decreased comprehension-driven but not enhancement-driven stereotyping.

Affect, work-goal schemas, and work-goal striving among adults with chronic pain: a multilevel structural equation analysis.

PubMed

Mun, Chung Jung; Karoly, Paul; Okun, Morris A; Kim, Hanjoe; Tennen, Howard

2016-04-01

For individuals with chronic pain, the within-person influence of affect and goal cognition on daily work-related goal striving is not yet well understood. The present study tested the hypothesis that anticipatory goal cognition in the form of a morning work goal schema mediates the relations between morning affect and later (afternoon and evening) work goal striving. Working adults with chronic pain (N = 131) completed a 21-day diary with morning, afternoon, and evening assessments analyzed via multi-level structural equation modeling. At the within-person level, morning positive and negative affect were positively associated with morning work goal schemas; and morning work goal schemas, in turn, positively predicted both afternoon and evening work goal striving. Our findings underscore the complex dynamics over time of the relationship between affect and self-regulatory processes and have implications for future studies and for interventions to assist working adults with chronic pain.

Controlled, Constrained, or Flexible? How Self-Management Goals Are Shaped By Patient-Provider Interactions.

PubMed

Franklin, Marika; Lewis, Sophie; Willis, Karen; Rogers, Anne; Venville, Annie; Smith, Lorraine

2018-06-01

A person-centered approach to goal-setting, involving collaboration between patients and health professionals, is advocated in policy to support self-management. However, this is difficult to achieve in practice, reducing the potential effectiveness of self-management support. Drawing on observations of consultations between patients and health professionals, we examined how goal-setting is shaped in patient-provider interactions. Analysis revealed three distinct interactional styles. In controlled interactions, health professionals determine patients' goals based on biomedical reference points and present these goals as something patients should do. In constrained interactions, patients are invited to present goals, yet health professionals' language and questions orientate goals toward biomedical issues. In flexible interactions, patients and professionals both contribute to goal-setting, as health professionals use less directive language, create openings, and allow patients to decide on their goals. Findings suggest that interactional style of health professionals could be the focus of interventions when aiming to increase the effectiveness of goal-setting.

Effects of Goal Relations on Self-Regulated Learning in Multiple Goal Pursuits: Performance, the Self-Regulatory Process, and Task Enjoyment

ERIC Educational Resources Information Center

Lee, Hyunjoo

2012-01-01

The purpose of this study was to investigate the effects of goal relations on self-regulation in the pursuit of multiple goals, focusing on self-regulated performance, the self-regulatory process, and task enjoyment. The effect of multiple goal relations on self-regulation was explored in a set of three studies. Goal relations were divided into…

Achievement goal profiles and developments in effort and achievement in upper elementary school.

PubMed

Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-12-01

The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Do Flexible Goal Adjustment and Acceptance Help Preserve Quality of Life in Patients with Multiple Sclerosis?

PubMed

Van Damme, Stefaan; De Waegeneer, Annelies; Debruyne, Jan

2016-06-01

Goal regulation strategies such as flexible goal adjustment and acceptance are believed to be protective factors in persons with chronic illness, but research on their relative contributions to quality of life in multiple sclerosis (MS) is lacking. We aimed to test the idea that acceptance and flexible goal adjustment (in contrast to tenacious goal pursuit) may help preserve the quality of life in persons with MS. A sample of 117 patients with MS was recruited. They completed questionnaires measuring quality of life (physical functioning, psychological distress), acceptance, flexible goal adjustment, and tenacious goal pursuit. Acceptance significantly accounted for variance in all three indexes of quality of life, beyond the effects of demographic and illness characteristics. The role of goal regulation style was less clear. Flexible goal adjustment significantly accounted for psychological well-being only. Surprisingly, tenacious goal pursuit predicted better psychological functioning and less psychological distress. No support was found for the hypothesis that acceptance and flexible goal adjustment would moderate the relation between illness severity and quality of life. The findings suggest the potential importance of acceptance in understanding MS patients' quality of life, although its hypothesized protective function could not be confirmed. Further conceptual work on acceptance and goal regulation style is needed, as well as prospective work investigating their causal status.

Online Planning Algorithm

NASA Technical Reports Server (NTRS)

Rabideau, Gregg R.; Chien, Steve A.

2010-01-01

AVA v2 software selects goals for execution from a set of goals that oversubscribe shared resources. The term goal refers to a science or engineering request to execute a possibly complex command sequence, such as image targets or ground-station downlinks. Developed as an extension to the Virtual Machine Language (VML) execution system, the software enables onboard and remote goal triggering through the use of an embedded, dynamic goal set that can oversubscribe resources. From the set of conflicting goals, a subset must be chosen that maximizes a given quality metric, which in this case is strict priority selection. A goal can never be pre-empted by a lower priority goal, and high-level goals can be added, removed, or updated at any time, and the "best" goals will be selected for execution. The software addresses the issue of re-planning that must be performed in a short time frame by the embedded system where computational resources are constrained. In particular, the algorithm addresses problems with well-defined goal requests without temporal flexibility that oversubscribes available resources. By using a fast, incremental algorithm, goal selection can be postponed in a "just-in-time" fashion allowing requests to be changed or added at the last minute. Thereby enabling shorter response times and greater autonomy for the system under control.

Applying the Chronic Care Model to Support Ostomy Self-Management: Implications for Oncology Nursing Practice.

PubMed

Ercolano, Elizabeth; Grant, Marcia; McCorkle, Ruth; Tallman, Nancy J; Cobb, Martha D; Wendel, Christopher; Krouse, Robert

2016-06-01

Living with an ostomy requires daily site and equipment care, lifestyle changes, emotional management, and social role adjustments. The Chronic Care Ostomy Self-Management Training Program (CCOSMTP) offers an ostomy self-management curriculum, emphasizing problem solving, self-efficacy, cognitive reframing, and goal setting. The qualitative method of content analysis was employed to categorize self-reported goals of ostomates identified during a nurse-led feasibility trial testing the CCOSMTP. Thirty-eight ostomates identified goals at three CCOSMTP sessions. The goals were classified according to the City of Hope Health-Related Qualify of Life Model, a validated multidimensional framework, describing physical, psychological, social, and spiritual ostomy-related effects. Nurse experts coded the goals independently and then collaborated to reach 100% consensus on the goals' classification. A total of 118 goals were identified by 38 participants. Eighty-seven goals were physical, related to the care of the skin, placement of the pouch or bag, and management of leaks; 26 were social goals, which addressed engagement in social or recreational roles and daily activities; and 5 were psychological goals, which were related to confidence and controlling negative thinking. Although the goals of survivors of cancer with an ostomy are variable, physical goals are most common in self-management training.

Patient-focused goal planning process and outcome after spinal cord injury rehabilitation: quantitative and qualitative audit.

PubMed

Byrnes, Michelle; Beilby, Janet; Ray, Patricia; McLennan, Renee; Ker, John; Schug, Stephan

2012-12-01

To evaluate the process and outcome of a multidisciplinary inpatient goal planning rehabilitation programme on physical, social and psychological functioning for patients with spinal cord injury. Clinical audit: quantitative and qualitative analyses. Specialist spinal injury unit, Perth, Australia. Consecutive series of 100 newly injured spinal cord injury inpatients. MAIN MEASURE(S): The Needs Assessment Checklist (NAC), patient-focused goal planning questionnaire and goal planning progress form. The clinical audit of 100 spinal cord injured patients revealed that 547 goal planning meetings were held with 8531 goals stipulated in total. Seventy-five per cent of the goals set at the first goal planning meeting were achieved by the second meeting and the rate of goal achievements at subsequent goal planning meetings dropped to 56%. Based on quantitative analysis of physical, social and psychological functioning, the 100 spinal cord injury patients improved significantly from baseline to discharge. Furthermore, qualitative analysis revealed benefits consistently reported by spinal cord injury patients of the goal planning rehabilitation programme in improvements to their physical, social and psychological adjustment to injury. The findings of this clinical audit underpin the need for patient-focused goal planning rehabilitation programmes which are tailored to the individual's needs and involve a comprehensive multidisciplinary team.

Early prediction of student goals and affect in narrative-centered learning environments

NASA Astrophysics Data System (ADS)

Lee, Sunyoung

Recent years have seen a growing recognition of the role of goal and affect recognition in intelligent tutoring systems. Goal recognition is the task of inferring users' goals from a sequence of observations of their actions. Because of the uncertainty inherent in every facet of human computer interaction, goal recognition is challenging, particularly in contexts in which users can perform many actions in any order, as is the case with intelligent tutoring systems. Affect recognition is the task of identifying the emotional state of a user from a variety of physical cues, which are produced in response to affective changes in the individual. Accurately recognizing student goals and affect states could contribute to more effective and motivating interactions in intelligent tutoring systems. By exploiting knowledge of student goals and affect states, intelligent tutoring systems can dynamically modify their behavior to better support individual students. To create effective interactions in intelligent tutoring systems, goal and affect recognition models should satisfy two key requirements. First, because incorrectly predicted goals and affect states could significantly diminish the effectiveness of interactive systems, goal and affect recognition models should provide accurate predictions of user goals and affect states. When observations of users' activities become available, recognizers should make accurate early" predictions. Second, goal and affect recognition models should be highly efficient so they can operate in real time. To address key issues, we present an inductive approach to recognizing student goals and affect states in intelligent tutoring systems by learning goals and affect recognition models. Our work focuses on goal and affect recognition in an important new class of intelligent tutoring systems, narrative-centered learning environments. We report the results of empirical studies of induced recognition models from observations of students' interactions in narrative-centered learning environments. Experimental results suggest that induced models can make accurate early predictions of student goals and affect states, and they are sufficiently efficient to meet the real-time performance requirements of interactive learning environments.

Gender Equality in Education: Definitions and Measurements

ERIC Educational Resources Information Center

Subrahmanian, R.

2005-01-01

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All' goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and…

Social Goals and Well-Being

ERIC Educational Resources Information Center

King, Ronnel B.

2017-01-01

Students have various social reasons for doing well in school (social-academic goals). However, most studies have focused on competence-oriented achievement goals with little attention paid to social-academic goals. This study aims to examine the role of social-academic goals in students' general well-being (Study 1) and socioemotional functioning…

Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement

ERIC Educational Resources Information Center

Sinnema, Claire E. L.; Robinson, Viviane M. J.

2012-01-01

This article draws on goal-setting theory to investigate the goals set by experienced principals during their performance evaluations. While most goals were about teaching and learning, they tended to be vaguely expressed and only partially achieved. Five predictors (commitment, challenge, learning, effort, and support) explained a significant…

Assessing the Psychometric Properties of the Achievement Goals Questionnaire across Task Contexts

ERIC Educational Resources Information Center

Muis, Krista R.; Winne, Philip H.

2012-01-01

A program of research is necessary to examine the psychometric properties of instruments designed to measure individuals' achievement goal orientations. Recently, research on achievement goal orientation has examined the stability of achievement goals to assess how context might influence individuals' achievement goals. Accordingly, studies are…

Assessing Locally Focused Stability Operations

DTIC Science & Technology

2014-01-01

Detailed Theory -of-Change Chart RAND RR387-4.2 LFSO actions Immediate goals LFSO main goal Higher -level goals Sustainable stability in region Reduced...projects in the vil- lage, and laying the groundwork for starting a village council. At the higher level, the Theory of Change now documents the assumption... Theory of Change RAND RR387-4.5 LFSO actions Immediate goals Chain of consequences LFSO main goal Higher -level goals HN commandos targeting INS 13

Better understanding work unit goal orientation: Its emergence and impact under different types of work unit structure.

PubMed

Dragoni, Lisa; Kuenzi, Maribeth

2012-09-01

With a multisource sample comprising 1,150 employees and 230 supervisors, we investigate the effect of leader goal orientation on leader's perceptions of unit performance. We propose that a leader's goal orientation indirectly impacts performance perceptions via the shared achievement goal adopted within the unit (i.e., unit goal orientation). Further, we hypothesize that the presence and impact of unit goal orientation depend on the work unit structure. We find general support for this moderated mediation model, with the strongest evidence being associated with the learning and prove dimensions of goal orientation.

Changing Relationship Growth Belief: Intrapersonal and Interpersonal Consequences of Compassionate Goals

PubMed Central

Canevello, Amy; Crocker, Jennifer

2010-01-01

The belief that difficulties can lead to growth in relationships, or growth belief, has consequences for relationships (e.g., Knee, 1998). But what predicts change in this belief? We hypothesized that compassionate goals to support others (Crocker & Canevello, 2008) predict increased growth belief through increased need satisfaction. In Study 1, 199 college freshmen reported their friendship growth belief and goals. In Study 2, 65 roommate pairs reported their roommate growth belief, goals, and need satisfaction. Across studies, compassionate goals predicted increased growth belief. In Study 2, goals predicted increased perceived mutual need satisfaction, which predicted increased growth belief. Additionally, partners’ compassionate goals predicted actors’ increased growth belief. Results suggest that growth beliefs are shaped by goals – own and others’. PMID:21949478

An interpersonal circumplex model of children's social goals: links with peer-reported behavior and sociometric status.

PubMed

Ojanen, Tiina; Grönroos, Matti; Salmivalli, Christina

2005-09-01

The objective of the present research was to develop an assessment model for children's social goals. The aims were (a) to fit children's social goals to a circumplex model and to examine links between goals and peer-reported social behaviors (aggression, withdrawal, and prosocial behavior) in a sample of 276 participants (134 girls, 11- to 12-year-olds) and (b) to replicate these findings and examine whether social behavior mediates the relationship between goals and sociometric status in an independent cross-validation sample of 310 participants (143 girls, 11- to 13-year-olds). Results showed a satisfactory fit to the circumplex model and adequate psychometric properties of the goal scales of the new measure, the Interpersonal Goals Inventory for Children. Other findings included significant and meaningful relations between goals and peer-reported behavior. Social behavior mediated the relations between goals and sociometric status. Copyright 2005 APA, all rights reserved.

Shifting closeness: interpersonal effects of personal goal progress.

PubMed

Fitzsimons, Gráinne M; Fishbach, Ayelet

2010-04-01

In this article, we examine how the shifting motivational priority of personal goals affects relationship closeness. We hypothesize that people will draw closer to significant others who are instrumental (vs. noninstrumental) for a goal that has not been progressing well-a goal that is thus high in motivational priority. Once the goal has progressed successfully, we predict that people will cease to draw closer to instrumental others. Five studies support these predictions by showing that the impact of goal progress on reduced preference for instrumental others (Experiment 1) depends on the framing of progress as partial attainment (vs. greater commitment, Experiment 2) and the intention to balance across goals (vs. focus on one goal; Experiments 3-4). We find that moving away from instrumental others post progress is functional, in that it allows for drawing closer to those who are instrumental for alternative goals (Experiment 5).

Goal setting in psychotherapy: the relevance of approach and avoidance goals for treatment outcome.

PubMed

Wollburg, Eileen; Braukhaus, Christoph

2010-07-01

The present study is the first aimed at investigating the influence of goal definition on treatment outcome in a sample of depressed patients. Data from 657 inpatients admitted to a psychosomatic clinic in Germany being treated in a cognitive-behavioral therapy program were analyzed. Treatment goals were identified as either approach or avoidance, and the sample was classified accordingly. Patients who identified approach goals only were placed in the approach group, and those who identified at least one avoidance goal were placed in the avoidance group. Results showed that framing goals using avoidance terms was associated with less symptomatic improvement but did not affect goal attainment. Findings from this research should be utilized in practice not only for process management such as individual treatment planning but also to control outcome quality. Furthermore, goal definition should be considered as a control variable in research on depression.

Facilitating Goal-Oriented Behaviour in the Stroop Task: When Executive Control Is Influenced by Automatic Processing

PubMed Central

Parris, Benjamin A.; Bate, Sarah; Brown, Scott D.; Hodgson, Timothy L.

2012-01-01

A portion of Stroop interference is thought to arise from a failure to maintain goal-oriented behaviour (or goal neglect). The aim of the present study was to investigate whether goal- relevant primes could enhance goal maintenance and reduce the Stroop interference effect. Here it is shown that primes related to the goal of responding quickly in the Stroop task (e.g. fast, quick, hurry) substantially reduced Stroop interference by reducing reaction times to incongruent trials but increasing reaction times to congruent and neutral trials. No effects of the primes were observed on errors. The effects on incongruent, congruent and neutral trials are explained in terms of the influence of the primes on goal maintenance. The results show that goal priming can facilitate goal-oriented behaviour and indicate that automatic processing can modulate executive control. PMID:23056553

Relative Effects of Forward and Backward Planning on Goal Pursuit.

PubMed

Park, Jooyoung; Lu, Fang-Chi; Hedgcock, William M

2017-11-01

Considerable research has shown that planning plays an important role in goal pursuit. But how does the way people plan affect goal pursuit? Research on this question is scarce. In the current research, we examined how planning the steps required for goal attainment in chronological order (i.e., forward planning) and reverse chronological order (i.e., backward planning) influences individuals' motivation for and perceptions of goal pursuit. Compared with forward planning, backward planning not only led to greater motivation, higher goal expectancy, and less time pressure but also resulted in better goal-relevant performance. We further demonstrated that this motivational effect occurred because backward planning allowed people to think of tasks required to reach their goals more clearly, especially when goals were complex to plan. These findings suggest that the way people plan matters just as much as whether or not they plan.

Age-related differences in goals: testing predictions from selection, optimization, and compensation theory and socioemotional selectivity theory.

PubMed

Penningroth, Suzanna L; Scott, Walter D

2012-01-01

Two prominent theories of lifespan development, socioemotional selectivity theory and selection, optimization, and compensation theory, make similar predictions for differences in the goal representations of younger and older adults. Our purpose was to test whether the goals of younger and older adults differed in ways predicted by these two theories. Older adults and two groups of younger adults (college students and non-students) listed their current goals, which were then coded by independent raters. Observed age group differences in goals generally supported both theories. Specifically, when compared to younger adults, older adults reported more goals focused on maintenance/loss prevention, the present, emotion-focus and generativity, and social selection, and less goals focused on knowledge acquisition and the future. However, contrary to prediction, older adults also showed less goal focusing than younger adults, reporting goals from a broader set of life domains (e.g., health, property/possessions, friendship).

Goal direction and effectiveness, emotional maturity, and nuclear family functioning.

PubMed

Klever, Phillip

2009-07-01

Differentiation of self, a cornerstone concept in Bowen theory, has a profound influence over time on the functioning of the individual and his or her family unit. This 5-year longitudinal study tested this hypothesis with 50 developing nuclear families. The dimensions of differentiation of self that were examined were goal direction and effectiveness and emotional maturity. A qualitative analysis of participants' goals demonstrated that couples with higher functioning developing nuclear families, when compared with couples with lower functioning families, placed more emphasis on family goals, had more balance between family and personal goals, and pursued more goals over the 5 years. The quantitative analysis supported the hypothesis that goal effectiveness and emotional maturity influenced variation in nuclear family functioning. In addition, couple goal effectiveness and emotional maturity were associated with nuclear family functioning more strongly than individual goal effectiveness and emotional maturity were associated with individual functioning.

Goal setting: an integral component of effective diabetes care.

PubMed

Miller, Carla K; Bauman, Jennifer

2014-08-01

Goal setting is a widely used behavior change tool in diabetes education and training. Prior research found specific relatively difficult but attainable goals set within a specific timeframe improved performance in sports and at the workplace. However, the impact of goal setting in diabetes self-care has not received extensive attention. This review examined the mechanisms underlying behavioral change according to goal setting theory and evaluated the impact of goal setting in diabetes intervention studies. Eight studies were identified, which incorporated goal setting as the primary strategy to promote behavioral change in individual, group-based, and primary care settings among patients with type 2 diabetes. Improvements in diabetes-related self-efficacy, dietary intake, physical activity, and A1c were observed in some but not all studies. More systematic research is needed to determine the conditions and behaviors for which goal setting is most effective. Initial recommendations for using goal setting in diabetes patient encounters are offered.

A Content Analysis of Functional Recovery Strategies of Breast Cancer Survivors

PubMed Central

Lyons, Kathleen D.; Svensborn, Ingrid A.; Kornblith, Alice B.; Hegel, Mark T.

2015-01-01

Seventeen breast cancer survivors completed a six-week, telephone-delivered, Behavioral Activation/Problem-solving intervention designed to reduce participation restrictions. A content analysis of the session data was conducted to identify the goals and patterns of goal attainment, in order to understand what women were trying to achieve in their recovery. The 17 women set 141 goals. Sixty-six (47%) of the goals reflected a desire to add a new activity to their routine and 75 (53%) of the goals reflected a desire to perform a routine activity more efficiently. The women set goals to address challenges in exercising (24%), work (13%), nutrition (11%), instrumental activities of daily living (IADLs; 10%), stress management (9%), and social activities (9%). The women set an average of 8 goals and met 71% of their goals. The intervention shows promise in helping women set and achieve a number of functional goals as part of breast cancer recovery. PMID:26460469

The struggle of giving up personal goals: affective, physiological, and cognitive consequences of an action crisis.

PubMed

Brandstätter, Veronika; Herrmann, Marcel; Schüler, Julia

2013-12-01

A critical phase in goal striving occurs when setbacks accumulate and goal disengagement becomes an issue. This critical phase is conceptualized as an action crisis and assumed to be characterized by an intrapsychic conflict in which the individual becomes torn between further goal pursuit and goal disengagement. Our theorizing converges with Klinger's conceptualization of goal disengagement as a process, rather than a discrete event. Two longitudinal field studies tested and found support for the hypothesis that an action crisis not only compromises an individual's psychological and physiological well-being, but also dampens the cognitive evaluation of the respective goal. In Study 3, marathon runners experiencing an action crisis in their goal of running marathons showed a stronger cortisol secretion and a lower performance in the race 2 weeks later. Results are interpreted in terms of action-phase-specific mindsets with a focus on self-regulatory processes in goal disengagement.

Dynamic Integration of Value Information into a Common Probability Currency as a Theory for Flexible Decision Making

PubMed Central

Christopoulos, Vassilios; Schrater, Paul R.

2015-01-01

Decisions involve two fundamental problems, selecting goals and generating actions to pursue those goals. While simple decisions involve choosing a goal and pursuing it, humans evolved to survive in hostile dynamic environments where goal availability and value can change with time and previous actions, entangling goal decisions with action selection. Recent studies suggest the brain generates concurrent action-plans for competing goals, using online information to bias the competition until a single goal is pursued. This creates a challenging problem of integrating information across diverse types, including both the dynamic value of the goal and the costs of action. We model the computations underlying dynamic decision-making with disparate value types, using the probability of getting the highest pay-off with the least effort as a common currency that supports goal competition. This framework predicts many aspects of decision behavior that have eluded a common explanation. PMID:26394299

The GOAL-to-HAL/S translator specification. [for space shuttle

NASA Technical Reports Server (NTRS)

Stanten, S. F.; Flanders, J. H.

1973-01-01

The specification sets forth a technical framework within which to deal with the transfer of specific GOAL features to HAL/S. Key technical features of the translator are described which communicate with the data bank, handle repeat statements, and deal with software interrupts. GOAL programs, databank information, and GOAL system subroutines are integrated into one GOAL in HAL/S. This output is fully compatible HAL/S source ready for insertion into the HAL/S compiler. The Translator uses a PASS1 to establish all the global data needed for the HAL/S output program. Individual GOAL statements are translated in PASS2. The specification document makes extensive use of flowcharts to specify exactly how each variation of each GOAL statement is to be translated. The specification also deals with definitions and assumptions, executive support structure and implementation. An appendix, entitled GOAL-to-HAL Mapping, provides examples of translated GOAL statements.

Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

PubMed

Agbuga, Bulent; Xiang, Ping; McBride, Ron E

2015-04-21

This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p < .001, η2 = .39. The result also revealed that students were more likely to endorse the mastery-approach goal than three other goals. The simple correlations revealed mastery-approach and performance-approach goals were positively related to students' self-reported personal (r = .54, p < .001; r = .37, p < .001, respectively) and social responsibility (r = .38, p < .001; r = .22, p < .001, respectively) behaviors. However, hierarchical regression analyses indicated only the mastery-approach goal emerged as the significant positive predictor, b = .52, t(216) = 7.19, p < .001 for personal responsibility behaviors, and b = .41, t(216) = 5.23, p < .001 for social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

Goal orientation and self-efficacy in relation to memory in adulthood

PubMed Central

Hastings, Erin C.; West, Robin L.

2011-01-01

The achievement goal framework (Dweck, 1986) has been well-established in children and college-students, but has rarely been examined empirically with older adults. The current study, including younger and older adults, examined the effects of memory self-efficacy, learning goals (focusing on skill mastery over time) and performance goals (focusing on performance outcome evaluations) on memory performance. Questionnaires measured memory self-efficacy and general orientation toward learning and performance goals; free and cued recall was assessed in a subsequent telephone interview. As expected, age was negatively related and education was positively related to memory self-efficacy, and memory self-efficacy was positively related to memory, in a structural equation model. Age was also negatively related to memory performance. Results supported the positive impact of learning goals and the negative impact of performance goals on memory self-efficacy. There was no significant direct effect of learning or performance goals on memory performance; their impact occurred via their effect on memory self-efficacy. The present study supports past research suggesting that learning goals are beneficial, and performance goals are maladaptive, for self-efficacy and learning, and validates the achievement goal framework in a sample including older adults. PMID:21728891

Drinking and Desired Self-Images: Path Models of Self-Image Goals, Coping Motives, Heavy-Episodic Drinking, and Alcohol Problems

PubMed Central

Moeller, Scott J.; Crocker, Jennifer

2009-01-01

Coping motives for drinking initiate alcohol-related problems. Interpersonal goals, which powerfully influence affect, could provide a starting point for this relation. Here we tested effects of self-image goals (which aim to construct and defend desired self-views) and compassionate goals (which aim to support others) on heavy-episodic drinking and alcohol-related problems. Undergraduate drinkers (N=258) completed measures of self-image and compassionate goals in academics and friendships, coping and enhancement drinking motives, heavy-episodic drinking, and alcohol-related problems in a cross-sectional design. As predicted, self-image goals, but not compassionate goals, positively related to alcohol-related problems. Path models showed that self-image goals relate to coping motives, but not enhancement motives; coping motives then relate to heavy-episodic drinking, which in turn relate to alcohol-related problems. Self-image goals remained a significant predictor in the final model, which accounted for 34% of the variance in alcohol-related problems. These findings indicate that self-image goals contribute to alcohol-related problems in college students both independently and through coping motives. Interventions can center on reducing self-image goals and their attendant negative affect. PMID:19586150

Investigation of goal change to optimize upper-extremity motor performance in a robotic environment.

PubMed

Brewer, Bambi R; Klatzky, Roberta; Markham, Heather; Matsuoka, Yoky

2009-10-01

Robotic devices for therapy have the potential to enable intensive, fully customized home rehabilitation over extended periods for individuals with stroke and traumatic brain injury, thus empowering them to maximize their functional recovery. For robotic rehabilitation to be most effective, systems must have the capacity to assign performance goals to the user and to increment those goals to encourage performance improvement. Otherwise, individuals may plateau at an artificially low level of function. Frequent goal change is needed to motivate improvements in performance by individuals with brain injury; but because of entrenched habits, these individuals may avoid striving for goals that they perceive as becoming ever more difficult. For this reason, implicit, undetectable goal change (distortion) may be more effective than explicit goal change at optimizing the motor performance of some individuals with brain injury. This paper reviews a body of work that provides a basis for incorporating implicit goal change into a robotic rehabilitation paradigm. This work was conducted with individuals without disability to provide foundational knowledge for using goal change in a robotic environment. In addition, we compare motor performance with goal change to performance with no goal or with a static goal for individuals without brain injury. Our results show that goal change can improve motor performance when participants attend to visual feedback. Building on these preliminary results can lead to more effective robotic paradigms for the rehabilitation of individuals with brain injury, including individuals with cerebral palsy.

Performance management and goal ambiguity: managerial implications in a single payer system.

PubMed

Calciolari, Stefano; Cantù, Elena; Fattore, Giovanni

2011-01-01

Goal ambiguity influences the effectiveness of performance management systems to drive organizations toward enhanced results. The literature analyzes the antecedents of goal ambiguity and shows the influence of goal ambiguity on the performance of U.S. federal agencies. However, no study has analyzed goal ambiguity in other countries or in health care systems. This study has three aims: to test the validity of a measurement instrument for goal ambiguity, to investigate its main antecedents, and to explore the relationship between goal ambiguity and organizational performance in a large, public, Beveridge-type health care system. A nationwide survey of general managers of the Italian national health system was performed. A factor analysis was used to validate the mono-dimensionality of an instrument that measured goal ambiguity. Structural equation modeling was used to test both the antecedents and the influence of goal ambiguity on organizational performance. Data from 135 health care organizations (53% response rate) were available for analysis. The results confirm the mono-dimensionality of the instrument, the existence of two environmental sources of ambiguity (political endorsement and governance commitment), and the negative relationship between goal ambiguity and organizational performance. Goal ambiguity matters because it may hamper organizational performance. Therefore, performance should be fostered by reducing goal ambiguity (e.g., goal-setting model, funding arrangements, and political support). Mutatis mutandis, our results may apply to public health care systems of other countries or other "public interest" sectors, such as social care and education.

Goal setting in diabetes self-management: Taking the baby steps to success

PubMed Central

DeWalt, Darren A.; Davis, Terry C.; Wallace, Andrea S.; Seligman, Hilary K.; Bryant-Shilliday, Betsy; Arnold, Connie L.; Freburger, Janet; Schillinger, Dean

2014-01-01

Objective To evaluate the usefulness of a diabetes self-management guide and a brief counseling intervention in helping patients set and achieve their behavioral goals. Methods We conducted a quasi-experimental study using a one group pretest posttest design to assess the effectiveness of a goal setting intervention along with a self-management guide. English- and Spanish-speaking patients with diabetes had one in-person session and two telephone follow-up calls with a non-clinical provider over a 12–16-week period. At each call and at the end of the study, we assessed success in achieving behavioral goals and problem solving toward those goals. Satisfaction with the self-management guide was assessed at the end of the study. Results We enrolled 250 patients across three sites and 229 patients completed the study. Most patients chose to set goals in diet and exercise domains. 93% of patients achieved at least one behavioral goal during the study and 73% achieved at least two behavioral goals. Many patients exhibited problem solving behavior to achieve their goals. We found no significant differences in reported achievement of behavior goals by literacy or language. Patients were very satisfied with the guide. Conclusions A brief goal setting intervention along with a diabetes self-management guide helped patients set and achieve healthy behavioral goals. Practice implications Non-clinical providers can successfully help a diverse range of patients with diabetes set and achieve behavioral goals. PMID:19359123

An integrative formal model of motivation and decision making: The MGPM*.

PubMed

Ballard, Timothy; Yeo, Gillian; Loft, Shayne; Vancouver, Jeffrey B; Neal, Andrew

2016-09-01

We develop and test an integrative formal model of motivation and decision making. The model, referred to as the extended multiple-goal pursuit model (MGPM*), is an integration of the multiple-goal pursuit model (Vancouver, Weinhardt, & Schmidt, 2010) and decision field theory (Busemeyer & Townsend, 1993). Simulations of the model generated predictions regarding the effects of goal type (approach vs. avoidance), risk, and time sensitivity on prioritization. We tested these predictions in an experiment in which participants pursued different combinations of approach and avoidance goals under different levels of risk. The empirical results were consistent with the predictions of the MGPM*. Specifically, participants pursuing 1 approach and 1 avoidance goal shifted priority from the approach to the avoidance goal over time. Among participants pursuing 2 approach goals, those with low time sensitivity prioritized the goal with the larger discrepancy, whereas those with high time sensitivity prioritized the goal with the smaller discrepancy. Participants pursuing 2 avoidance goals generally prioritized the goal with the smaller discrepancy. Finally, all of these effects became weaker as the level of risk increased. We used quantitative model comparison to show that the MGPM* explained the data better than the original multiple-goal pursuit model, and that the major extensions from the original model were justified. The MGPM* represents a step forward in the development of a general theory of decision making during multiple-goal pursuit. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teachers' goal orientations: Effects on classroom goal structures and emotions.

PubMed

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

Goal disturbance changes pre/post-renal transplantation are related to changes in distress.

PubMed

de Vries, Alicia M; Schulz, Torben; Westerhuis, Ralf; Navis, Gerjan J; Niesing, Jan; Ranchor, Adelita V; Schroevers, Maya J

2017-09-01

Renal transplantation (RTx) is considered the treatment of choice for end-stage renal disease (ESRD) given its association with lower mortality, and improved overall quality of life and psychological functioning compared to dialysis. However, much less is known about which factors underlie these psychological improvements across RTx. Goal theory suggests that experienced disturbances in important goals are related to lower psychological functioning. This study aimed to (1) identify the most disturbed and most important goals for patients before RTx, (2) to examine changes in goal disturbance and goal importance pre/post-RTx, and (3) to examine whether changes in goal disturbance are associated with changes in psychological distress over time, and whether this relationship is mediated by changes in perceived control. In this longitudinal study, 220 patients completed questionnaires before and after RTx, including questionnaires to assess goals (GOALS questionnaire), psychological distress (GHQ-12), and perceived control (Mastery scale). End-stage renal disease affected both general and disease-specific goals. Approximately 30% of the patients indicated to experience high or very high disturbance before transplantation. Goal disturbance generally decreased significantly pre- to post-RTx, whereas goal importance did not change significantly pre- to post-RTx. No mediation effect of perceived control was found. Instead, both changes in goal disturbance and perceived control showed independent effects on changes in distress. Intervention strategies targeting attainable and realistic goal setting, and perceived control in RTx recipients who do not benefit optimally from RTx, might enhance psychological functioning in this population. Statement of contribution What is already known on this subject? Kidney transplantation improves patients' psychological functioning. Experienced disturbances in important life goals are related to lower psychological functioning in chronic illness. What does this study add? Goal disturbance decreases after renal transplantation, and this is related to a decrease in distress over time. Perceived control does not mediate the relationship between goal disturbance and distress pre/post-transplantation. Changes in perceived control have an additional main effect on changes in distress. © 2017 The British Psychological Society.

Goal setting as a strategy for dietary and physical activity behavior change: a review of the literature.

PubMed

Shilts, Mical Kay; Horowitz, Marcel; Townsend, Marilyn S

2004-01-01

Estimate effectiveness of goal setting for nutrition and physical activity behavior change, review the effect of goal-setting characteristics on behavior change, and investigate effectiveness of interventions containing goal setting. For this review, a literature search was conducted for the period January 1977 through December 2003 that included a Current Contents, Biosis Previews, Medline, PubMed, PsycINFO, and ERIC search of databases and a reference list search. Key words were goal, goal setting, nutrition, diet, dietary, physical activity, exercise, behavior change, interventions, and fitness. The search identified 144 studies, of which 28 met inclusion criteria for being published in a peer reviewed journal and using goal setting in an intervention to modify dietary or physical activity behaviors. Excluded from this review were those studies that (1) evaluated goal setting cross-sectionally without an intervention; (2) used goal setting for behavioral disorders, to improve academic achievement, or in sports performance; (3) were reviews. The articles were categorized by target audience and secondarily by research focus. Data extracted included outcome measure, research rating, purpose, sample, sample description, assignment, findings, and goal-setting support. Thirteen of the 23 adult studies used a goal-setting effectiveness study design and eight produced positive results supporting goal setting. No adolescent or child studies used this design. The results were inconclusive for the studies investigating goal-setting characteristics (n = 7). Four adult and four child intervention evaluation studies showed positive outcomes. No studies reported power calculations, and only 32% of the studies were rated as fully supporting goal setting. Goal setting has shown some promise in promoting dietary and physical activity behavior change among adults, but methodological issues still need to be resolved. The literature with adolescents and children is limited, and the authors are not aware of any published studies with this audience investigating the independent effect of goal setting on dietary or physical activity behavior. Although, goal setting is widely used with children and adolescents in nutrition interventions, its effectiveness has yet to be reported.

Goal Format in Small-Sided Soccer Games: Technical Actions and Offensive Scenarios of Prepubescent Players

PubMed Central

Pulling, Craig; Twitchen, Alex; Pettefer, Carl

2016-01-01

The aim of this study was to investigate the influence of the number of goal-posts and the positioning of goal-posts used within small-sided games on the frequency of technical actions and offensive scenarios performed by prepubescent players within soccer. The participants were eight male prepubescent soccer players (12.1 ± 0.5 years). The participants were video recorded for 20 min playing four different formats of 4v4 small-sided games: (1) standard two goal game; (2) four goal game, one goal in each corner; (3) two goal game with goal-posts positioned 9.14 m/10 yd infield, scoring only through the back of the goal; (4) four goal-game, one goal positioned 9.14 m/10 yd infield in each corner, scoring through either the front or back of each goal. Chi-squared tests of independence were utilized to statistically explore the impact of the different small-sided game formats. There were significant associations (p < 0.05) observed between the different small-sided game formats and the frequency of turns, dribbles, shots, goals and overlaps performed. For example, players performed more turns in small-sided game format two and more shots during small-sided game format four. It is suggested coaches should consider using a variation of the number and positioning of goal-posts in small-sided games as an effective training tool in the development of prepubescent soccer players. This will enable coaches to vary the focus of sessions, and develop specific technical and tactical actions within a situation similar to that of real match-play. PMID:29910301

Neurology clerkship goals and their effect on learning and satisfaction.

PubMed

Strowd, Roy E; Salas, Rachel Marie E; Cruz, Tiana E; Gamaldo, Charlene E

2016-02-16

To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology. A 4-year prospective study of consecutive second- to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale). Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n = 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 ± 0.8 vs. 2.8 ± 1.0, p < 0.0001), greater interest in neurology (71% vs. 35%, p = 0.001), and higher observed tendency toward SDL (4.5 ± 0.5 vs. 4.1 ± 0.8, p < 0.0001). After adjusting for age and training, NBME scores were 1.7 points higher in achievers (95% confidence interval 0.1-3.2, p = 0.04). Students consistently generated similar goals for a required neurology clerkship. Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. © 2015 American Academy of Neurology.

Neurology clerkship goals and their effect on learning and satisfaction

PubMed Central

Salas, Rachel Marie E.; Cruz, Tiana E.; Gamaldo, Charlene E.

2016-01-01

Objective: To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology. Methods: A 4-year prospective study of consecutive second- to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale). Results: Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n = 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 ± 0.8 vs 2.8 ± 1.0, p < 0.0001), greater interest in neurology (71% vs 35%, p = 0.001), and higher observed tendency toward SDL (4.5 ± 0.5 vs 4.1 ± 0.8, p < 0.0001). After adjusting for age and training, NBME scores were 1.7 points higher in achievers (95% confidence interval 0.1–3.2, p = 0.04). Conclusion: Students consistently generated similar goals for a required neurology clerkship. Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. PMID:26718569

Detrimental Effects of “Stretch” Goals in Specialty Substance Use Disorder Treatment Organizations

PubMed Central

Lemoine, G. James; Blum, Terry C.; Roman, Paul M.

2016-01-01

Background “Stretch” goals, a rarely examined concept that represents seemingly impossible, highly ambitious organizational goals ostensibly established to fill performance gaps and motivate employees, are examined within a sample of substance use disorder (SUD) treatment centers in the United States in terms of their prevalence and effects on organizational behavior. Stretch goals are defined as “seemingly impossible” goals intended to motivate employees to achieve high performance. In light of the high level of environmental change and unpredictability faced by SUD treatment centers in recent decades, we theorize that stretch goals would be both common and often detrimental (in terms of capacity utilization rate and efficiency) in these settings. Methods In a longitudinal analysis of data from leaders of a representative U. S. national sample of 219 SUD treatment centers characterized by entrepreneurial management structures, we examined the prevalence of stretch goals and their impact on key outcome variables of capacity utilization rate and efficiency. Results Widespread adoption of stretch goals was found, with 43% of our sample falling within the stretch category. Stretch goals had a negative main effect on capacity utilization rate as compared to less ambitious challenging goals. Stretch and prior performance interacted to further predict capacity utilization rate, whereas stretch and slack resource availability interacted to predict center efficiency. Discussion Although stretch goals are frequently used in the SUD treatment industry, we find them mostly detrimental to performance. Stretch goals may enhance the efficiency of treatment centers with prior limited resource availability, but they are negatively associated with capacity utilization, especially in centers with a record of already strong performance. Despite the high prevalence of such goals and positive values centered on aspirational behavior, these results strongly suggest caution in such goal setting in SUD treatment centers. PMID:26976811

Use of the Community College Goals Inventory in Assessing Institutional Success in Allocating Appropriate Priorities to Its Goals and to Estimate the Change of Priorities Needed to Achieve Its Intended Outcomes. AIR Forum 1980 Paper.

ERIC Educational Resources Information Center

Capoor, Madan

The use of the Community College Goals Inventory (CCGI) to assess priorities assigned to institutional goals and to estimate priority changes required to reach intended outcomes was studied. The CCGI consists of goal statements that mainly cover outcome and process goal areas. Respondents indicate their perceptions of how much importance is…

Reaching Into the Unknown: Actions, Goal Hierarchies, and Explorative Agency

PubMed Central

Gozli, Davood G.; Dolcini, Nevia

2018-01-01

Action is widely characterized as possessing a teleological dimension. The dominant way of describing goal-directed action and agency is in terms of exploitation, i.e., pursuing pre-specified goals using existing strategies. Recent theoretical developments emphasize the place of exploration, i.e., discovering new goals or acquiring new strategies. The exploitation-exploration distinction poses questions with regard to goals and agency: Should exploration, as some authors have suggested, be regarded as acting without a goal? We argue that recognizing the hierarchical nature of goals is crucial in distinguishing the two kinds of activity, because this recognition prevents the claim that exploration is goal-free, while allowing for a homogeneous account of both exploitative and explorative actions. An action typically causes relatively low-level/proximal (i.e., sensorimotor, immediate) and relatively high-level/distal (i.e., in the environment, at a wider timescale) outcomes. In exploitation, one relies on existing associations between low- and high-level states, whereas in exploration one does not have the ability or intention to control high-level/distal states. We argue that explorative action entails the capacity to exercise control within the low-level/proximal states, which enables the pursuit of indeterminate goals at the higher levels of a goal hierarchy, and the possibility of acquiring new goals and reorganization of goal hierarchies. We consider how the dominant models of agency might accommodate this capacity for explorative action. PMID:29563888

The goals of communicating bad news in health care: do physicians and patients agree?

PubMed Central

Sweeny, Kate; Shepperd, James A.; Han, Paul K. J.

2011-01-01

Abstract Background  Communicating bad news serves different goals in health care, and the extent to which physicians and patients agree on the goals of these conversations may influence their process and outcomes. However, we know little about what goals physicians and patients perceive as important and how the perceptions of physicians and patients compare. Objective  To compare physicians’ and patients’ perceptions of the importance of different communication goals in bad news conversations. Design  Survey‐based descriptive study. Participants  Physicians in California recruited via a medical board mailing list (n = 67) and patients (n = 77) recruited via mailing lists and snowball recruitment methods. Measurements  Physicians reported their experience communicating bad news, the extent to which they strive for various goals in this task and their perceptions of the goals important to patients. Patients reported their experience receiving bad news, the goals important to them and their perceptions of the goals important to physicians. Main results  Physicians and patients were quite similar in how important they personally rated each goal. However, the two groups perceived differences between their values and the values of the other group. Conclusions  Physicians and patients have similar perceptions of the importance of various goals of communicating bad news, but inaccurate perceptions of the importance of particular goals to the other party. These findings raise important questions for future research and clinical practice. PMID:21771225

Implicit beliefs of ability, approach-avoidance goals and cognitive anxiety among team sport athletes.

PubMed

Stenling, Andreas; Hassmén, Peter; Holmström, Stefan

2014-01-01

People's implicit beliefs of ability have been suggested as an antecedent of achievement goal adoption, which has in turn been associated with behavioural, cognitive and affective outcomes. This study examined a conditional process model with team sport athletes' approach-avoidance achievement goals as mediators between their implicit beliefs of sport ability and sport-related cognitive anxiety. We expected gender to moderate the paths from implicit beliefs of ability to approach-avoidance goals and from approach-avoidance goals to cognitive anxiety. Team sport athletes with a mean age of 20 years (163 females and 152 males) responded to questionnaires about their implicit beliefs of sport ability, approach-avoidance goals and sport-related cognitive anxiety. Incremental beliefs, gender and the interaction between them predicted mastery-approach goals. Gender also predicted mastery-avoidance goals, with females reporting higher levels than males. Mastery-avoidance goals, gender and the interaction between them predicted cognitive anxiety, with females reporting higher levels of anxiety than males. Entity beliefs positively predicted performance-avoidance goals and the interaction between performance-approach and gender predicted anxiety. The indirect effects also showed gender differences in relation to performance-approach goals. Taken together, our results suggest that coaches trying to create a facilitating climate for their male and female athletes may be wise to consider their athletes' anxiety and achievement goal patterns as these may affect both the athletes' well-being and performance.

Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement.

PubMed

Butler, Ruth

2006-09-01

The aims of this research were to examine the predictions that (a) the kind of evaluation pupils anticipate will influence their initial achievement goals and, as a result, the quality and consequences of task engagement; and (b) initial mastery goals will promote new learning and intrinsic motivation and initial ability goals will promote entity beliefs that ability is fixed. Participants were 312 secondary school pupils at ages 13-15. Pupils expected to receive normative evaluation, temporal evaluation (scores over time) or no evaluation. Mastery and ability goals were measured before pupils worked on challenging problems; intrinsic motivation and entity beliefs were measured after task completion. Anticipation of temporal evaluation enhanced initial mastery goals, anticipation of normative evaluation enhanced ability goals and the no-evaluation condition undermined both. Anticipation of temporal evaluation enhanced new learning (strategy acquisition and performance gains) and intrinsic motivation both directly and by enhancing initial mastery goals; anticipation of normative evaluation enhanced entity beliefs by enhancing ability goals. Results confirmed that evaluation conveys potent cues as to the goals of activity. They also challenged claims that both mastery and ability goals can be adaptive by demonstrating that these were differentially associated with positive versus negative processes and outcomes. Results have theoretical and applied implications for understanding and improving evaluative practices and student motivation.

Goal setting using telemedicine in rural underserved older adults with diabetes: experiences from the informatics for diabetes education and telemedicine project.

PubMed

West, Susan P; Lagua, Carina; Trief, Paula M; Izquierdo, Roberto; Weinstock, Ruth S

2010-05-01

To describe the use of telemedicine for setting goals for behavior change and examine the success in achieving these goals in rural underserved older adults with diabetes. Medicare beneficiaries with diabetes living in rural upstate New York who were enrolled in the telemedicine intervention of the Informatics for Diabetes Education and Telemedicine (IDEATel) project (n = 610) participated in home televisits with nurse and dietitian educators every 4-6 weeks for 2-6 years. Behavior change goals related to nutrition, physical activity, monitoring, diabetes health maintenance, and/or use of the home telemedicine unit were established at the conclusion of each televisit and assessed at the next visit. Collaborative goal setting was employed during 18,355 televisits (mean of 33 goal-setting televisits/participant). The most common goals were related to monitoring, followed by diabetes health maintenance, nutrition, exercise, and use of the telemedicine equipment. Overall, 68% of behavioral goals were rated as "improved" or "met." The greatest success was achieved for goals related to proper insulin injection technique and daily foot care. These elderly participants had the most difficulty achieving goals related to use of the computer. No gender differences in goal achievement were observed. Televisits can be successfully used to collaboratively establish behavior change goals to help improve diabetes self-management in underserved elderly rural adults.

Applying the Chronic Care Model to Support Ostomy Self-Management: Implications for Oncology Nursing Practice

PubMed Central

Ercolano, Elizabeth; Grant, Marcia; McCorkle, Ruth; Tallman, Nancy J.; Cobb, Martha D.; Wendel, Christopher; Krouse, Robert

2017-01-01

Background Each year at least 40,000 individuals receive an ostomy due to cancer. Living with an ostomy requires daily site and equipment care, lifestyle changes, emotional management, and social role adjustments. The Chronic Care Ostomy Self-management Training Program (CCOSMTP) offers an ostomy self-management curriculum; emphasizing problem-solving, self-efficacy, reframing cognitive responses, and goal setting. Objectives The qualitative method of content analysis was employed to categorize self-reported goals of ostomates identified during a nurse-led feasibility trial testing the CCOSMTP. Methods Thirty-eight ostomates identified goals at three CCOSMTP sessions. The goals were classified according to the City of Hope Health-Related Qualify of Life Model, a validated multi-dimensional framework, describing physical, psychological, social and spiritual ostomy-related effects. Nurse experts coded the goals independently and then collaborated to reach 100% consensus on the goals’ classification. Findings One-hundred and eighteen goals were identified by 38 participants. Eighty-seven goals (77.2%) were physical goals, related to the care of the skin, placement of the pouch/bag and management of leaks. There were 26 social goals (22.0%) addressing engagement in social/recreation roles and daily activities and five (0.8%) psychological goals on confidence and controlling negative thinking. While ostomy cancer survivors’ goals are variable, physical goals are most common in self-management training. PMID:27206293

Goal Contents and Goal Contexts: Experiments with Chinese Students

ERIC Educational Resources Information Center

Wang, Ze; Hu, Xiao Yong; Guo, Yong Yu

2013-01-01

Using samples of Chinese middle school students, the 2 experimental studies presented here examined the effects of goal content and goal context on test performance, free-choice engagement, and test anxiety within the framework of self-determination theory. Students' learning goals were induced as intrinsic or extrinsic with the learning contexts…

Goal Orientations of General Chemistry Students via the Achievement Goal Framework

ERIC Educational Resources Information Center

Lewis, Scott E.

2018-01-01

The Achievement Goal Framework describes students' goal orientations as: task-based, focusing on the successful completion of the task; self-based, evaluating performance relative to one's own past performance; or other-based, evaluating performance relative to the performance of others. Goal orientations have been used to explain student success…

Effects of Achievement Goals on Perceptions of Competence in Conditions of Unfavourable Social Comparisons: The Mastery Goal Advantage Effect

ERIC Educational Resources Information Center

Kamarova, Sviatlana; Chatzisarantis, Nikos L. D.; Hagger, Martin S.; Lintunen, Taru; Hassandra, Mary; Papaioannou, Athanasios

2017-01-01

Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims: This study aimed to confirm this so-called "mastery goal advantage" effect experimentally. Methods: A…

Goal Disengagement in Emerging Adulthood: The Adaptive Potential of Action Crises

ERIC Educational Resources Information Center

Brandstätter, Veronika; Herrmann, Marcel

2016-01-01

In emerging adulthood, being committed to and making progress on important personal goals constitutes a source of identity and well-being. Goal striving, however, does not always go without problems. Even though highly committed to a goal, individuals may experience recurring setbacks and, consequently, increasing doubts about the goal that might…

Are We Meeting the Goal of Responsible Environmental Behavior: An Examination of Nature and Environmental Education Center Goals.

ERIC Educational Resources Information Center

Simmons, Deborah A.

1991-01-01

Through two surveys of nature and environmental centers throughout the United States, the author compares the centers' expressed goals with the goals of environmental education. These goals were determined by an accepted behavior model that is considered conducive to environmentally responsible behavior. (17 references) (MCO)

Goal-Prioritization for Teachers, Coaches, and Students: A Developmental Model

ERIC Educational Resources Information Center

Symonds, Matthew L.; Tapps, Tyler

2016-01-01

The objective of this article is to provide background on types of goals, a system for writing goals, and a framework for goal-prioritization that can be implemented in classroom and/or sport settings. Goal-setting is the process of developing a desired outcome to serve as the purpose of one's actions.

Goal Setting Skills for Young Adults.

ERIC Educational Resources Information Center

Youngs, Bettie B.

This guide/workbook was written to help adolescents understand why goals are important, identify their goals, and work toward achieving those goals. Following a brief introduction, the guide is divided into five chapters. Chapter 1 asks readers the question: Who Is in Charge of Your Lives?" Setting goals is presented as the key to shaping the…

7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

Code of Federal Regulations, 2014 CFR

2014-01-01

..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

Code of Federal Regulations, 2013 CFR

2013-01-01

..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

7 CFR Exhibit D to Subpart E of... - Goals and Timetables for Minorities and Women

Code of Federal Regulations, 2012 CFR

2012-01-01

..., Malden, Medford, Wakefield, Westwood, Winthrop, Winchester, Woburn, and the Islands of Boston Harbor... of rhode island area Area covered—Statewide. Goals and Timetables [In percent] Timetable Trade Goal.... Goals and Timetables [In percent] Timetable Trade Goal Until further notice All 4.0-5.0 long island, ny...

Development of Academic Goal Orientation Inventory for Senior Secondary School Students of Kerala

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Abidha, Kurukkan

2015-01-01

Research interest in achievement motivation and its correlates has grown in recent years. Though there are thousands of studies on goal orientation, the number of instruments to identify goal orientation based on four-fold model viz., performance approach goal orientation (PAP), performance avoidance goal orientation (PAV), mastery approach goal…

Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

ERIC Educational Resources Information Center

Martin, Jodie D.; Martin, James E.; Osmani, Kimberly J.

2014-01-01

This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased…

EEG neural correlates of goal-directed movement intention.

PubMed

Pereira, Joana; Ofner, Patrick; Schwarz, Andreas; Sburlea, Andreea Ioana; Müller-Putz, Gernot R

2017-04-01

Using low-frequency time-domain electroencephalographic (EEG) signals we show, for the same type of upper limb movement, that goal-directed movements have different neural correlates than movements without a particular goal. In a reach-and-touch task, we explored the differences in the movement-related cortical potentials (MRCPs) between goal-directed and non-goal-directed movements. We evaluated if the detection of movement intention was influenced by the goal-directedness of the movement. In a single-trial classification procedure we found that classification accuracies are enhanced if there is a goal-directed movement in mind. Furthermore, by using the classifier patterns and estimating the corresponding brain sources, we show the importance of motor areas and the additional involvement of the posterior parietal lobule in the discrimination between goal-directed movements and non-goal-directed movements. We discuss next the potential contribution of our results on goal-directed movements to a more reliable brain-computer interface (BCI) control that facilitates recovery in spinal-cord injured or stroke end-users. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Optimism, Positive and Negative Affect, and Goal Adjustment Strategies: Their Relationship to Activity Patterns in Patients with Chronic Musculoskeletal Pain.

PubMed

Esteve, Rosa; López-Martínez, Alicia E; Peters, Madelon L; Serrano-Ibáñez, Elena R; Ruiz-Párraga, Gema T; Ramírez-Maestre, Carmen

2018-01-01

Activity patterns are the product of pain and of the self-regulation of current goals in the context of pain. The aim of this study was to investigate the association between goal management strategies and activity patterns while taking into account the role of optimism/pessimism and positive/negative affect. Two hundred and thirty-seven patients with chronic musculoskeletal pain filled out questionnaires on optimism, positive and negative affect, pain intensity, and the activity patterns they employed in dealing with their pain. Questionnaires were also administered to assess their general goal management strategies: goal persistence, flexible goal adjustment, and disengagement and reengagement with goals. Structural equation modelling showed that higher levels of optimism were related to persistence, flexible goal management, and commitment to new goals. These strategies were associated with higher positive affect, persistence in finishing tasks despite pain, and infrequent avoidance behaviour in the presence or anticipation of pain. The strategies used by the patients with chronic musculoskeletal pain to manage their life goals are related to their activity patterns.

Goal-setting, self-efficacy, and memory performance in older and younger adults.

PubMed

West, R L; Thorn, R M

2001-01-01

Research in field and laboratory settings has shown that goals lead to improved self-efficacy and performance, especially when individuals also receive positive feedback. The present study extended goal-setting theory to examine self-set goals and feedback in relation to younger and older adults' memory performance and self-efficacy. Following a baseline recall trial, participants completed three shopping list recall trials. Half of the participants were instructed to set goals for the three experimental trials, and half in each goal condition received performance feedback after each trial. Young adults' self-efficacy, clustering, and recall exceeded that of older adults. Goal setting increased self-efficacy for younger but not older adults, and it did not affect performance. Younger adults and participants in the feedback condition increased their goals across trials, as did participants for whom feedback indicated success. These data provide a first look at the motivational impact of feedback and self-set recall goals in memory aging. Additional study is needed to understand the interactive effects of type of feedback, memory task difficulty, and type of goal setting at different ages.

Patients' perceptions of their roles in goal setting in a spinal cord injury regional rehabilitation program.

PubMed

Draaistra, Harriett; Singh, Mina D; Ireland, Sandra; Harper, Theresa

2012-01-01

Goal setting is a common practice in rehabilitation, yet there is a paucity of literature exploring patients' perceptions of their roles in this process. This study was conducted using a qualitative descriptive methodology to explore patients' perceptions of their roles in setting goals in a spinal cord injury regional rehabilitation program. Imogene King's theory of goal attainment was used to frame the study. Data were collected through interviews and analyzed using a content analysis. The results revealed four themes: Visioning, Redefining, Brainstorming, and Rebuilding Participants (n = 13) envisioned their roles as setting an overarching priority goal, defining detailed rehabilitation goals, sharing knowledge with the team, and rebuilding skills to attain goals. Implications for nursing practice include the need to understand patients' experiences and perceptions, share knowledge, and support effective communication to promote collaborative goal setting. A need to enhance health professionals' education to fully understand factors influencing patients' abilities to set rehabilitation goals, and future research in methods to promote patients' engagement in goal setting was also clearly indicated.

Self-regulation of goal setting: turning free fantasies about the future into binding goals.

PubMed

Oettingen, G; Pak, H; Schnetter, K

2001-05-01

Fantasy realization theory states that when people contrast their fantasies about a desired future with reflections on present reality, a necessity to act is induced that leads to the activation and use of relevant expectations. Strong goal commitment arises in light of favorable expectations, and weak goal commitment arises in light of unfavorable expectations. To the contrary, when people only fantasize about a desired future or only reflect on present reality, expectancy-independent moderate goal commitment emerges. Four experiments pertaining to various life domains supported these hypotheses. Strength of goal commitment was assessed in cognitive (e.g., making plans), affective (e.g., felt attachment), and behavioral terms (e.g., effort expenditure, quality of performance). Implications for theories on goal setting and goal striving are discussed.

First on the List: Effectiveness at Self-Regulation and Prioritizing Difficult Exercise Goal Pursuit

PubMed Central

Delose, Julie E.; vanDellen, Michelle R.; Hoyle, Rick H.

2015-01-01

Identifying and understanding the goal pursuit strategies that distinguish effective self-regulators from less effective self-regulators is important for elucidating how individuals achieve their goals. We suggest that the timing of plans for difficult goal pursuits is one differentiation. A pilot study shows that effective self-regulators tend to believe they are best suited to pursue difficult goals earlier in the day, and two studies provide evidence that effective and less effective self-regulators differ in the timing of their plans for difficult goal pursuits. Results indicate that when exercising is perceived as difficult goal pursuit, effective self-regulators prioritize that difficult goal pursuit by planning to exercise earlier in the day whereas less effective self-regulators plan exercise for later in the day. PMID:26957951

Goal-oriented networks and capacity building for natural hazards - examples in the Dresden region

NASA Astrophysics Data System (ADS)

Hutter, G.

2013-04-01

Networks and networking are important to build social capacities for natural hazards. However, up to now, it is an open question which types of networks contribute to capacity building under certain circumstances. The paper focuses on the type of a goal-oriented network. The distinction between goal orientation and goal directedness is used to show the following: goal directedness of networks to build capacities for natural hazards involves intensive and continuous processes of sensemaking (Weick, 1995) to specify the network goal. This process of specifying an initial goal statement is important in small and large networks. The governance form of a lead organization network facilitates goal specification. The paper illustrates these findings through evidence from two case studies conducted in the Dresden region in Germany.

The development of a patient-specific method for physiotherapy goal setting: a user-centered design.

PubMed

Stevens, Anita; Köke, Albère; van der Weijden, Trudy; Beurskens, Anna

2018-08-01

To deliver client-centered care, physiotherapists need to identify the patients' individual treatment goals. However, practical tools for involving patients in goal setting are lacking. The purpose of this study was to improve the frequently used Patient-Specific Complaints instrument in Dutch physiotherapy, and to develop it into a feasible method to improve physiotherapy goal setting. An iterative user-centered design was conducted in co-creation with the physiotherapists and patients, in three phases. Their needs and preferences were identified by means of group meetings and questionnaires. The new method was tested in several field tests in physiotherapy practices. Four main objectives for improvement were formulated: clear instructions for the administration procedure, targeted use across the physiotherapy process, client-activating communication skills, and a client-centered attitude of the physiotherapist. A theoretical goal-setting framework and elements of shared decision making were integrated into the new-called, Patient-Specific Goal-setting method, together with a practical training course. The user-centered approach resulted in a goal-setting method that is fully integrated in the physiotherapy process. The new goal-setting method contributes to a more structured approach to goal setting and enables patient participation and goal-oriented physiotherapy. Before large-scale implementation, its feasibility in physiotherapy practice needs to be investigated. Implications for rehabilitation Involving patients and physiotherapists in the development and testing of a goal-setting method, increases the likelihood of its feasibility in practice. The integration of a goal-setting method into the physiotherapy process offers the opportunity to focus more fully on the patient's goals. Patients should be informed about the aim of every step of the goal-setting process in order to increase their awareness and involvement. Training physiotherapists to use a patient-specific method for goal setting is crucial for a correct application.

Do high-risk preschoolers or overweight mothers meet AAP-recommended behavioral goals for reducing obesity?

PubMed

Turer, Christy Boling; Stroo, Marissa; Brouwer, Rebecca J; Krause, Katrina M; Lovelady, Cheryl A; Bastian, Lori A; Peterson, Bercedis; Østbye, Truls

2013-01-01

The American Academy of Pediatrics (AAP) has issued specific behavioral recommendations to prevent obesity. It is unclear how often high-risk preschoolers and overweight mothers meet recommended behavior goals and whether meeting these goals is negatively associated with overweight/obesity. To describe the proportion of preschoolers and mothers that meet AAP-recommended behavior goals and examine the associations of meeting goals with weight-status, and mothers meeting goals and children meeting corresponding goals. Secondary analysis of baseline data (before an intervention) from mother-preschooler dyads in a weight-control study. Mothers were overweight or obese. Preschoolers were 2-5 years old. Dietary and feeding practices were assessed by the use of questionnaires. Activity was measured directly using accelerometry. Outcomes included preschooler overweight and maternal obesity. The respective proportions of children and mothers that met behavior goals were: 17% and 13% for ≥5 fruits/vegetables/day, 46% and 33% for zero sugar-sweetened beverages/day, 41% and 13% for fast-food <1×/week, and 46% and 13% for screentime ≤2 hours/day. Moderate-to-vigorous physical activity did not exceed 60 minutes/day in any participant. A total of 49% ate family meals together 7×/week. For each additional goal met, the adjusted odds for preschooler overweight was 0.9 (95% confidence interval 0.8-1.1) and for maternal obesity, 0.8 (95% confidence interval 0.6-0.9). Preschoolers had significantly greater odds of meeting each goal when mothers met the corresponding goal. Few high-risk preschoolers or overweight mothers meet AAP-recommended behavior goals. Meeting a greater number of behavior goals may be particularly important for maternal weight. Preschoolers have greater odds of meeting behavior goals when mothers meet behavior goals. Copyright © 2013 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The role of goal-focused leadership in enabling the expression of conscientiousness.

PubMed

Colbert, Amy E; Witt, L A

2009-05-01

The authors tested the hypothesis that goal-focused leadership enables conscientious workers to perform effectively by helping them to accurately understand organizational goal priorities. Data collected from 162 workers in a private sector document processing organization supported the hypotheses that goal-focused leadership moderates the relationship between conscientiousness and job performance and that person-organization goal congruence mediates this moderated relationship. Specifically, conscientiousness was more strongly positively related to performance among workers who perceived that their supervisors effectively set goals and defined roles, responsibilities, and priorities than among workers who did not perceive this type of goal-focused leadership. (c) 2009 APA, all rights reserved.

Thinking of you: nonconscious pursuit of interpersonal goals associated with relationship partners.

PubMed

Fitzsimons, Gráinne M; Bargh, John A

2003-01-01

The mere psychological presence of relationship partners was hypothesized to trigger interpersonal goals that are then pursued nonconsciously. Qualitative data suggested that people tend to pursue different interpersonal goals within different types of relationships (e.g., mother, best friend, coworker). In several studies, priming participants' relationship representations produced goal-directed behavior (achievement, helping, understanding) in line with the previously assessed goal content of those representations. These findings support the hypothesis that interpersonal goals are component features of relationship representations and that mere activation of those representations, even in the partner's physical absence, causes the goals to become active and to guide behavior nonconsciously within the current situation.

Educational Goals and National Development

ERIC Educational Resources Information Center

Umapathy, K. Setty

1974-01-01

Discusses educational goals in ancient India, western education in India, educational goals in free India, goals and national development, and the problem of poverty and equal distribution of national gains. (Author/PG)

Goal achievement as a patient‐generated outcome measure for stress urinary incontinence

PubMed Central

Milne, Jill L.; Robert, Magali; Tang, Selphee; Drummond, Neil; Ross, Sue

2009-01-01

Abstract Objectives  To explore women’s goals and goal attainment for the conservative and surgical treatment of stress urinary incontinence (SUI), and to examine the feasibility of Goal Attainment Scaling (GAS) as an outcome measure in this population. Background  Despite the range of treatments for SUI, little is known about the outcomes patients consider important. Current instruments measure the impact of SUI on the ability to live a ‘normal’ life without addressing what normal looks like for the patient. Patient‐generated measures that address what a patient aims to achieve may fill this gap. Design  A mixed‐methods exploratory design combined semi‐structured interviews with validated questionnaires and individualized rating of goal achievement. Setting and participants  Participants with SUI (n = 18) were interviewed in their homes prior to initiation of treatment and 3–6 months afterwards. Main variables  Participants reported individualized goals pre‐treatment and rated goal attainment after surgical and conservative therapy. Quality of life impact and change were measured using short forms of the Incontinence Impact Questionnaire and Urinary Distress Inventory. Results  Women expressed a median of four highly individualized treatment‐related goals but goal achievement following conservative treatment was poor. GAS was not feasible as an outcome measure; women readily identified personal goals but could not independently identify graded levels of attainment for each goal. Conclusions  Although further work is needed to examine the most feasible, valid, and reliable method of measuring goal achievement in research, asking patients with UI to identify pre‐treatment goals may provide useful information to guide treatment‐related decision making. PMID:19754692

Unique effects of setting goals on behavior change: Systematic review and meta-analysis.

PubMed

Epton, Tracy; Currie, Sinead; Armitage, Christopher J

2017-12-01

Goal setting is a common feature of behavior change interventions, but it is unclear when goal setting is optimally effective. The aims of this systematic review and meta-analysis were to evaluate: (a) the unique effects of goal setting on behavior change, and (b) under what circumstances and for whom goal setting works best. Four databases were searched for articles that assessed the unique effects of goal setting on behavior change using randomized controlled trials. One-hundred and 41 papers were identified from which 384 effect sizes (N = 16,523) were extracted and analyzed. A moderator analysis of sample characteristics, intervention characteristics, inclusion of other behavior change techniques, study design and delivery, quality of study, outcome measures, and behavior targeted was conducted. A random effects model indicated a small positive unique effect of goal setting across a range of behaviors, d = .34 (CI [.28, .41]). Moderator analyses indicated that goal setting was particularly effective if the goal was: (a) difficult, (b) set publicly, and (c) was a group goal. There was weaker evidence that goal setting was more effective when paired with external monitoring of the behavior/outcome by others without feedback and delivered face-to-face. Goal setting is an effective behavior change technique that has the potential to be considered a fundamental component of successful interventions. The present review adds novel insights into the means by which goal setting might be augmented to maximize behavior change and sets the agenda for future programs of research. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The frequency and behavioral outcomes of goal choices in the self-management of diabetes.

PubMed

Estabrooks, Paul A; Nelson, Candace C; Xu, Stanley; King, Diane; Bayliss, Elizabeth A; Gaglio, Bridget; Nutting, Paul A; Glasgow, Russell E

2005-01-01

The purpose of this study was to determine the frequency and effectiveness of behavioral goal choices in the self-management of diabetes and to test goal-setting theory hypotheses that self-selection and behavioral specificity of goals are key to enhancing persistence. Participants with type 2 diabetes in a randomized controlled trial (n = 422) completed baseline behavioral assessments using a clinic-based, interactive, self-management CD-ROM that allowed them to select a behavioral goal and receive mail and telephone support for the initial 6 months of the trial followed by additional behavioral assessments. Frequency of behavioral goal selection and 6-month behavioral data were collected. Approximately 49%, 27%, and 24% of the participants, respectively, set goals to increase physical activity (PA), reduce fat intake, or increase fruits and vegetables (F&V) consumed. At baseline, participants who selected PA, reduced fat consumption, or F&V were significantly, and respectively, less active, consumed more dietary fat, and ate fewer F&V regardless of demographic characteristics. Participants who selected a reduced-fat goal showed a significantly larger decrease than did those that selected PA or F&V goals. Participants who selected an F&V goal showed significant changes in F&V consumption. Participants who selected a PA goal demonstrated significant changes in days of moderate and vigorous physical activity. When participants are provided with information on health behavior status and an option of behavioral goals for managing type 2 diabetes, they will select personally appropriate goals, resulting in significant behavioral changes over a 6-month period.

Emotional suppression during personal goal pursuit impedes goal strivings and achievement.

PubMed

Low, Rachel S T; Overall, Nickola C; Hammond, Matthew D; Girme, Yuthika U

2017-03-01

Prior research indicates that emotional suppression exacerbates distress and reduces cognitive performance and self-control. We extend this prior work in the current studies by examining whether emotional suppression in specific goal-relevant contexts impedes people's goal strivings and progress. In Study 1, participants (N = 146) provided reports every 2 weeks across a 2-month period reporting the degree to which they engaged in emotional suppression during goal pursuit and reported important goal-related outcomes, including depressed mood, perceived support/closeness, goal effort, goal-related competence, and goal success. In Study 2, participants reported on the degree to which they engaged in emotional suppression while discussing a personal goal with their romantic partner (N = 100 heterosexual couples) and reported on the same outcomes as in Study 1 prior to, immediately following, and then 1 month after couples' discussions. In both studies, greater use of emotional suppression predicted increased depressed mood, reduced perceived support/closeness, and reduced goal effort, competence, and success across time. Corroborating individuals' self-reports, participants who engaged in emotional suppression were also perceived by their partners to experience greater depressed mood and lower feelings of support and closeness, and be less competent with regard to their goal (Study 2). The effects of emotional suppression were robust when controlling for a range of alternative explanations. These goal hindering effects are likely one important reason emotional suppression is linked with poorer psychological and health outcomes and extend our understanding of the detrimental impact that emotional suppression can have in people's everyday lives. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Drinking and desired self-images: path models of self-image goals, coping motives, heavy-episodic drinking, and alcohol problems.

PubMed

Moeller, Scott J; Crocker, Jennifer

2009-06-01

Coping motives for drinking initiate alcohol-related problems. Interpersonal goals, which powerfully influence affect, could provide a starting point for this relation. Here we tested effects of self-image goals (which aim to construct and defend desired self-views) and compassionate goals (which aim to support others) on heavy-episodic drinking and alcohol-related problems. Undergraduate drinkers (N=258) completed measures of self-image and compassionate goals in academics and friendships, coping and enhancement drinking motives, heavy-episodic drinking, and alcohol-related problems in a cross-sectional design. As predicted, self-image goals, but not compassionate goals, positively related to alcohol-related problems. Path models showed that self-image goals relate to coping motives, but not enhancement motives; coping motives then relate to heavy-episodic drinking, which in turn relate to alcohol-related problems. Self-image goals remained a significant predictor in the final model, which accounted for 34% of the variance in alcohol-related problems. These findings indicate that self-image goals contribute to alcohol-related problems in college students both independently and through coping motives. Interventions can center on reducing self-image goals and their attendant negative affect. Copyright (c) 2009 APA, all rights reserved.

A systematic review of goal directed fluid therapy: rating of evidence for goals and monitoring methods.

PubMed

Wilms, Heath; Mittal, Anubhav; Haydock, Matthew D; van den Heever, Marc; Devaud, Marcello; Windsor, John A

2014-04-01

To review the literature on goal directed fluid therapy and evaluate the quality of evidence for each combination of goal and monitoring method. A search of major digital databases and hand search of references was conducted. All studies assessing the clinical utility of a specific fluid therapy goal or set of goals using any monitoring method were included. Data was extracted using a pre-determined pro forma and papers were evaluated using GRADE principles to assess evidence quality. Eighty-one papers met the inclusion criteria, investigating 31 goals and 22 methods for monitoring fluid therapy in 13052 patients. In total there were 118 different goal/method combinations. Goals with high evidence quality were central venous lactate and stroke volume index. Goals with moderate quality evidence were sublingual microcirculation flow, the oxygen extraction ratio, cardiac index, cardiac output, and SVC collapsibility index. This review has highlighted the plethora of goals and methods for monitoring fluid therapy. Strikingly, there is scant high quality evidence, in particular for non-invasive G/M combinations in non-operative and non-intensive care settings. There is an urgent need to address this research gap, which will be helped by methodologies to compare utility of G/M combinations. Copyright © 2014 Elsevier Inc. All rights reserved.

Goal adjustment, physical and sedentary activity, and well-being and health among breast cancer survivors.

PubMed

Wrosch, Carsten; Sabiston, Catherine M

2013-03-01

This longitudinal study examined whether goal adjustment capacities (i.e., goal disengagement and goal reengagement) would predict breast cancer survivors' emotional well-being and physical health by facilitating high levels of physical activity and low levels of sedentary activity. Self-reports of goal adjustment capacities were measured among 176 female breast cancer survivors at baseline. Self-reports of physical activity, sedentary activity, daily affect, and daily physical health symptoms (e.g., nausea or pain) were measured at baseline and 3-month follow-up. Goal reengagement predicted high levels of positive affect and low levels of physical symptoms at baseline and increases in positive affect over 3 months. The combination of high goal disengagement and high goal reengagement was associated with particularly large 3-month increases in positive affect. The effects of goal reengagement on baseline affect and physical health were mediated by high baseline levels of physical activity, and the interaction effect on 3-month changes in positive affect was mediated by low baseline levels of sedentary activity. Goal adjustment capacities can exert beneficial effects on breast cancer survivors' well-being and physical health by facilitating adaptive levels of physical and sedentary activity. Integrating goal adjustment processes into clinical practice may be warranted. Copyright © 2012 John Wiley & Sons, Ltd.

The Association between the Nature of the Goal Committed to and Quitting Smoking

ERIC Educational Resources Information Center

Borland, Ron; Li, Lin; Balmford, James

2017-01-01

Commitments to goals are theorized to affect behavior change outcomes, but competing theories argue for hard to achieve goals and strategic sub-goals as optimum strategies for success. This study aimed to explore whether the nature of the goal affects smoking cessation outcomes. A total of 1043 participants in a randomized controlled trial of…

Goals and Objectives of the 21st Century Challenge Plan.

ERIC Educational Resources Information Center

Tennessee State Dept. of Education, Nashville.

The statewide goals and objectives of Tennessee's plan for educational excellence, the 21st Century Challenge, are outlined in this legislative committee report. The major initiatives under each goal will be implemented within 3 to 4 years. Goals and an example of the several objectives under each goal are: first grade readiness (e.g., require all…

Personal Goals as Predictors of Intended Classroom Goals: Comparing Elementary and Secondary School Pre-Service Teachers

ERIC Educational Resources Information Center

Daniels, Lia M.; Frenzel, Anne C.; Stupnisky, Robert H.; Stewart, Tara L.; Perry, Raymond P.

2013-01-01

Background and Aims: The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre-service teachers. Our objective was to investigate if pre-service…

Personal Best Goals and Academic and Social Functioning: A Longitudinal Perspective

ERIC Educational Resources Information Center

Liem, Gregory Arief D.; Ginns, Paul; Martin, Andrew J.; Stone, Barbara; Herrett, Maree

2012-01-01

Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one's previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year.…

Health Care, Nutrition, and Goal One. ERIC Digest.

ERIC Educational Resources Information Center

Cesarone, Bernard

Goal One of the six national education goals now embodied in the Goals 2000: Educate America Act states that "By the year 2000, all children in America will start school ready to learn." One of the objectives formulated to meet this goal asserts that "Children will receive the nutrition and health care needed to arrive at school…

Different Goals for Different Folks: A Cross-Cultural Study of Achievement Goals across Nine Cultures

ERIC Educational Resources Information Center

King, Ronnel B.; McInerney, Dennis M.; Nasser, Ramzi

2017-01-01

Goals are important predictors of key educational outcomes. However, most of the research on goal theory has been conducted in Western societies. In this study we examine how different types of goals (mastery, performance, social, and extrinsic) derived from personal investment theory are associated with key learning outcomes across nine cultural…

Taiwanese Sixth Graders' Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perspective

ERIC Educational Resources Information Center

Shih, Shu-Shen

2005-01-01

Using the trichotomous framework of achievement goals, in the present study I investigated the effects of different combinations of achievement goals on Taiwanese sixth graders' motivation, strategy use, and performance. 242 students completed a self-report survey assessing their achievement goal orientations and a range of outcomes including…

Goals are not selfish.

PubMed

von Hippel, William; von Hippel, Frank A

2014-04-01

The metaphor of selfish goals is misguided. Organisms can be considered vessels that further the interests of their genes, but not vessels that further the interests of their goals. Although goals can act at cross-purposes to each other and to longevity, such trade-offs are predicted by evolutionary theory. The metaphor of selfish goals provides no purchase on this problem.

Goal-Directed and Goal-Less Imitation in Autism Spectrum Disorder

ERIC Educational Resources Information Center

Wild, Kelly S.; Poliakoff, Ellen; Jerrison, Andrew; Gowen, Emma

2012-01-01

To investigate how people with Autism are affected by the presence of goals during imitation, we conducted a study to measure movement kinematics and eye movements during the imitation of goal-directed and goal-less hand movements. Our results showed that a control group imitated changes in movement kinematics and increased the level that they…

Ethnicity and Individual Differences in Achievement Goals in Kindergarten Children.

ERIC Educational Resources Information Center

Billings, Barbara L.

This study examined the effect of ethnicity on individual differences in achievement goals in a replication of the paradigm used by P. Smiley and C. Dweck (1994) to explore individual differences in achievement goals held by young children. The emphasis was on learning goals, which focus effort on mastering new tasks, and performance goals, which…

From Activity to Transdisciplinarity and Back Again--Preschool Teachers' Reasoning about Pedagogical Goals

ERIC Educational Resources Information Center

Björklund, Camilla; Ahlskog-Björkman, Eva

2018-01-01

This study presents an analysis of preschool teachers' reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children's learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and…

Goal Conflict and Goal Commitment among Campus Parking Administrators in Higher Education

ERIC Educational Resources Information Center

McKinney, David R.

2014-01-01

The purpose of this study was to determine the degree to which campus parking administrators in public higher education perceive they are experiencing goal conflict and the degree to which they differ in commitment to goals related to generating revenue and goals related to academics and service. The study also sought to determine the relationship…

Achievement Goal Theory: The Relationship of Accounting Students' Goal Orientations with Self-Efficacy, Anxiety, and Achievement

ERIC Educational Resources Information Center

Dull, Richard B.; Schleifer, Lydia L. F.; McMillan, Jeffrey J.

2015-01-01

Students' goal orientations are examined using two major frameworks for learning: achievement goal theory (AGT) and students' approaches to learning (SAL). Previous student success research is extended, by examining goal constructs from the AGT framework to determine if they help explain the learning process in accounting. Data were gathered using…

The Role of Goal Structures and Peer Climate in Trajectories of Social Achievement Goals during High School

ERIC Educational Resources Information Center

Makara, Kara A.; Madjar, Nir

2015-01-01

Students' social goals--reasons for engaging in interpersonal relationships with peers-are consequential for students' interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how…

Development and Initial Validation of a Measure to Assess Career Goal Feedback

ERIC Educational Resources Information Center

Hu, Shi; Creed, Peter A.; Hood, Michelle

2017-01-01

Career goal feedback provides information about career goal suitability, adequacy of goal progress, and whether changes are needed to reach the goals. Feedback comes from external (e.g., parents, peers) and internal sources (e.g., self-reflection), and plays an important role in the career development of young people. As there is no existing…

Understanding the Up, Back, and Forward-Component in Master's Thesis Supervision with Adaptivity

ERIC Educational Resources Information Center

de Kleijn, Renske A. M.; Bronkhorst, Larike H.; Meijer, Paulien C.; Pilot, Albert; Brekelmans, Mieke

2016-01-01

Despite the importance of goals in educational theories, goals in master's thesis projects are rarely investigated. Therefore, this study explores how goals play a role in master's thesis supervision in terms of: defining the goals (up-component); locating where the student stands in relation to the goals (back-component); and how the student can…

Using goal setting and feedback to increase weekly running distance.

PubMed

Wack, Stephanie R; Crosland, Kimberly A; Miltenberger, Raymond G

2014-01-01

We evaluated goal setting with performance feedback to increase running distance among 5 healthy adults. Participants set a short-term goal each week and a long-term goal to achieve on completion of the study. Results demonstrated that goal setting and performance feedback increased running distance for all participants. © Society for the Experimental Analysis of Behavior.

Hong Kong Teacher Education Students' Goal Orientations and Their Relationship to Perceived Parenting Styles

ERIC Educational Resources Information Center

Chan, Kwok-Wai; Chan, Siu-Mui

2007-01-01

The study examined goal orientations, perceived parenting styles, and their relationships in a sample of Hong Kong teacher education students. It was found that students adopted both learning and performance goals but tended to be more performance goal-oriented. Females were more performance goal-oriented than males. As well, students perceived…

Career Goals in Young Adults: Personal Resources, Goal Appraisals, Attitudes, and Goal Management Strategies

ERIC Educational Resources Information Center

Haratsis, Jessica M.; Hood, Michelle; Creed, Peter A.

2015-01-01

We tested a model based on the dual-process framework that assessed the relationships among personal resources, career goal appraisals, career attitudes, and career goal management, which have not been previously assessed together. The model (tested on a sample of 486 young adults: 74% female, M[subscript]age = 22 years) proposed that personal…

Academic goals and learning quality in higher education students.

PubMed

Valle, Antonio; Núñez, José C; Cabanach, Ramón G; González-Pienda, Julio A; Rodríguez, Susana; Rosário, Pedro; Muñoz-Cadavid, María A; Cerezo, Rebeca

2009-05-01

In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals-work-avoidance goals, performance-approach goals, and performance-avoidance goals-significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

Individual Progress Toward Self-Selected Goals Among Older Adults Enrolled in a Physical Activity Counseling Intervention

PubMed Central

Hall, Katherine S.; Crowley, Gail M.; Bosworth, Hayden B.; Howard, Teresa A.; Morey, Miriam C.

2011-01-01

The purpose of this study was to examine what happens to goals over the course of a physical activity counseling trial in older veterans. At baseline, participants (N = 313) identified 1 health-related goal and 1 walking goal for their participation in the study and rated where they perceived themselves to be relative to that goal at the current time. They rated their current status on these same goals again at 6 and 12 mo. Growth-curve analyses were used to examine longitudinal change in perceived goal status. Although both the intervention and control groups demonstrated improvement in their perceived proximity to their health-related and walking goals (L = 1.19, p < .001), the rates of change were significantly greater in the intervention group (β = −.30, p < .05). Our results demonstrate that this physical activity counseling intervention had a positive impact on self-selected goals over the course of the intervention. PMID:20956844

Patient-selected goals: the fourth dimension in assessment of pelvic floor disorders.

PubMed

Lowenstein, Lior; FitzGerald, Mary P; Kenton, Kimberly; Dooley, Yashika; Templehof, Mike; Mueller, Elizabeth R; Brubaker, Linda

2008-01-01

The purpose of the study was to assess the relationship between self-expressed urogynecologic goals, symptoms, and treatment choice. Charts of women presenting for urogynecology consultation were reviewed. Demographics, diagnoses and responses to the pelvic floor distress inventory and medical, social, and epidemiologic aspects of aging questionnaires were recorded. Patients listed urogynecology goals before consultation. We categorized goals into five categories and then compared these categories by symptom type, severity, and treatment. Three hundred five women reported 635 goals (median 2, range 1-6). The number of goals listed per patient did not differ by age, race, comorbidities, or clinical diagnosis (p > 0.05). The most frequent goal category was symptoms (67%), followed by information seeking (12%), lifestyle (11%), emotional (4%), and "other" (6%). Women selecting non-surgical treatment were more likely to list information seeking as primary goal than those who chose surgery (p = 0.009). One third of participants expressed a primary non-symptom goal and were more likely to seek non-surgical therapy.

In search of the organismic valuing process: the human tendency to move towards beneficial goal choices.

PubMed

Sheldon, Kennon M; Arndt, Jamie; Houser-Marko, Linda

2003-10-01

We attempted to test Rogers' concept of the organismic valuing process (OVP) by assessing changes in peoples' goal choices over time. When changes occur, are they more or less random, or do people tend to move towards goals that are more likely to be beneficial, both for themselves and others? "Beneficial" goals were defined as goals typically associated with subjective well-being (SWB) and with prosocial behavior--specifically, we focused on the distinction between intrinsic and extrinsic goal contents. In three studies, participants tended to move towards intrinsic goals and/or away from extrinsic goals over periods ranging from 20 minutes to 6 weeks. These changes were not reducible to social desirability nor to the differing motives underlying differing goal contents, did not vary for persons of different value-types, and had not changed when participants were retested a third time. We conclude that people may have a positive bias toward changing their minds in directions most likely to be SWB enhancing.

An international comparison study of pharmacy students' achievement goals and their relationship to assessment type and scores.

PubMed

Alrakaf, Saleh; Anderson, Claire; Coulman, Sion A; John, Dai N; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-04-25

To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

PubMed Central

Anderson, Claire; Coulman, Sion A.; John, Dai N.; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

2015-01-01

Objective: To identify pharmacy students’ preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students’ achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge. PMID:25995510

The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom.

PubMed

Hijzen, Daphne; Boekaerts, Monique; Vedder, Paul

2006-02-01

This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It was found that social support goals had the strongest relation with the quality of CL. Further we found that the quality of CL was best predicted by a combination of social support goals, evaluations of the extent that students were taught cooperation skills, perception of teacher monitoring behavior, and the availability of academic and emotional peer support. Female students' preferences for mastery and social goals were stronger than those of male students, whereas male students had a stronger preference for superiority goals. Program type functioned as a moderator variable within the relation of students' superiority/ individuality goals and the quality of CL.

Ambitions fulfilled? The effects of intrinsic and extrinsic goal attainment on older adults' ego-integrity and death attitudes.

PubMed

Van Hiel, Alain; Vansteenkiste, Maarten

2009-01-01

The present research examined the effects of intrinsic and extrinsic goal attainment on older adults' ego-integrity, psychological well-being, and death attitudes. Hypotheses were derived from Self-Determination Theory (SDT; Deci & Ryan, 2000; Vansteenkiste, Ryan, & Deci, in press). Study 1 (N = 202, Mean age = 68.2 years) indicated that, after controlling for extrinsic goal attainment, intrinsic goal attainment contributed positively to subjective well-being and ego-integrity and negatively to despair, whereas extrinsic goal attainment was unrelated to psychological health and contributed positively to despair. Study 2 (N = 213, Mean age = 75.2 years) replicated and extended these results, showing that intrinsic goal attainment contributed to the acceptance of one's own death, lower ill-being, and less death anxiety, whereas extrinsic goal attainment was negatively associated with death acceptance. It is argued that the attainment of intrinsic goals is related to better psychological health, because intrinsic goals are more conducive to the satisfaction of basic psychological needs.

Using goal setting as a strategy for dietary behavior change.

PubMed

Cullen, K W; Baranowski, T; Smith, S P

2001-05-01

Recent reviews have noted that behavioral theory-based nutrition education programs are more successful at achieving food behavior change than knowledge-based programs and that a clear understanding of the mechanisms of behavior change procedures enable dietetics professionals to more effectively promote change. Successful dietary behavior change programs target 1 or more of the personal, behavioral, or environmental factors that influence the behavior of interest and apply theory-based strategies to influence or change those factors. Goal setting is a strategy that is frequently used to help people change. A 4-step goal-setting process has been identified: recognizing a need for change; establishing a goal; adopting a goal-directed activity and self-monitoring it; and self-rewarding goal attainment. The applications of goal setting in dietary interventions for adults and children are reviewed here. Because interventions using goal setting appear to promote dietary change, dietitians should consider incorporating the goal-setting strategies to enhance the behavior change process in nutrition education programs.

Johnson Space Center's strategic game plan: Charting a course to the year 2000 and beyond

NASA Technical Reports Server (NTRS)

1987-01-01

The Johnson Space Center has established five major goals to meet the Nation's expectation of maintaining U.S. preeminence in space. The first three are technical in nature. They define the basic mission-the reason for being. The two goals relating to the Space Shuttle and Space Station are obviously the most demanding in their immediate claim for major resources. The third goal is equally important in that the technical competence must be maintained and enhanced. The remaining two goals address the two critical success factors required for achieving the first three. One goal pertains to maintaining and enhancing the highly skilled work force. The other goal concerns the important relations with other key members of the U.S. space team. Each goal is listed along with a proposed strategy or approach for implementing each goal. Subsequently, each goal is accompanied by a brief explanation and a set of objectives. These objectives provide the specific targets of opportunity for focusing the immediate efforts.

Investigating goal conflict as a source of mixed emotions.

PubMed

Berrios, Raul; Totterdell, Peter; Kellett, Stephen

2015-01-01

This research investigated whether (1) the experience of mixed emotions is a consequence of activating conflicting goals and (2) mixed emotions are distinct from emotional conflict. A preliminary experiment (Study 1, N = 35) showed that an elicited goal conflict predicted more mixed emotions than a condition where the same goals were not in conflict. The second experiment was based on naturally occurring goal activation (Study 2, N = 57). This illustrated that mixed emotions were experienced more following conflicting goals compared with a facilitating goals condition-on both a direct self-report measure of mixed emotions and a minimum index measure. The results also showed that mixed emotions were different to emotional conflict. Overall, goal conflict was found to be a source of mixed emotions, and it is feasible that such states have a role in resolving personal dilemmas.

When goals collide: monitoring the goals of multiple characters.

PubMed

Magliano, Joseph P; Taylor, Holly A; Kim, Hyun-Jeong Joyce

2005-12-01

Most story plots contain multiple characters who are independent, interact, and often have conflicting goals. One would expect that narrative understanding would require monitoring of the goals, concerns, and situations of multiple agents. There is considerable evidence that understanders monitor the primary protagonist's goal plans (e.g., Suh & Trabasso, 1993). However, there is relatively little research on the extent to which understanders monitor the goals of multiple agents. We investigated the impact of characters' roles and prominence on the extent to which understanders monitor the goal plans of multiple characters in a feature length film. In Experiment 1, participants made situation change judgments, and in Experiment 2, they verbally described scenes. Both types of judgments indicated that viewers monitor the goals and plans of multiple agents but do so to a greater extent for characters more prominent to the plotline.

When performance-approach goals predict academic achievement and when they do not: a social value approach.

PubMed

Dompnier, Benoît; Darnon, Céline; Butera, Fabrizio

2013-09-01

Research on achievement goal promotion at University has shown that performance-approach goals are perceived as a means to succeed at University (high social utility) but are not appreciated (low social desirability). We argue that such a paradox could explain why research has detected that performance-approach goals consistently predict academic grades. First-year psychology students answered a performance-approach goal scale with standard, social desirability and social utility instructions. Participants' grades were recorded at the end of the semester. Results showed that the relationship between performance-approach goals and grades was inhibited by the increase of these goals' social desirability and facilitated by the increase of their social utility, revealing that the predictive validity of performance-approach goals depends on social value. © 2013 The British Psychological Society.

[The effect of priming of a diet goal on the implicit evaluations of goal and temptation relevant targets].

PubMed

Higuchi, Osamu; Hanita, Kenji; Kobayashi, Mai; Kitamura, Hideya

2012-10-01

This research investigated how to overcome temptations and protect high-order goals while pursuing a goal. We hypothesized that in order to promote self-regulation, individuals non-cousciously engage in asymmetric evaluative responses to goal-relevant and temptation-relevant stimuli. In an experiment, we manipulated either diet goal or academic goal. Then, we measured evaluations of either sugary drinks (e.g., Coke, Fanta) or healthy drinks (e.g., Healthya Green Tea, Black Oolong Tea). The results showed that participants who activated a diet goal had significantly more positive evaluations of healthy drinks than sugary drinks. In addition, this tendency was moderated by the means of dieting (i.e., only participants who cut down on sweets when going on a diet). The role of non-consious asymmetric evaluations for self-regulation is discussed.

The role of personal work goals in newcomers' job satisfaction and organizational commitment: a longitudinal analysis.

PubMed

Maier, G W; Brunstein, J C

2001-10-01

This study examined the importance of 3 characteristics of personal work goals (i.e., commitment, attainability, and progress) in accounting for changes in newcomers' affective job attitudes (i.e., job satisfaction and organizational commitment) during the 1st months of employment. Twenty weeks after organizational entry, 81 newcomers provided a list of their personal work goals. Goal attributes and job attitudes were assessed at 3 testing periods covering 8 months. Goal commitment was found to moderate the extent to which differences in the attainability of personal goals at the workplace accounted for changes in job satisfaction and organizational commitment. Goal progress mediated the interactive effect of goal commitment and attainability on newcomers' job attitudes. Findings are discussed with respect to their relevance for proactive approaches to organizational socialization.

Goal-oriented networks and capacity building for natural hazards - examples in the Dresden region

NASA Astrophysics Data System (ADS)

Hutter, G.

2014-01-01

Networks and networking are important for building social capacities for natural hazards. However, up to now, it has been an open question which types of networks contribute to capacity building under certain circumstances. The paper focuses on the type of a goal-oriented network. The distinction between goal orientation and goal directedness is used to show the following: goal directedness of networks to build capacities for natural hazards involves intensive and continuous processes of "sensemaking" (Weick, 1995) to specify the network goal. This process of specifying an initial goal statement is important in small and large networks at the regional level. The governance form of a lead organization network facilitates goal specification. The paper illustrates these findings through evidence from two case studies conducted in the Dresden region in Germany.

Goal striving strategies and effort mobilization: When implementation intentions reduce effort-related cardiac activity during task performance.

PubMed

Freydefont, Laure; Gollwitzer, Peter M; Oettingen, Gabriele

2016-09-01

Two experiments investigate the influence of goal and implementation intentions on effort mobilization during task performance. Although numerous studies have demonstrated the beneficial effects of setting goals and making plans on performance, the effects of goals and plans on effort-related cardiac activity and especially the cardiac preejection period (PEP) during goal striving have not yet been addressed. According to the Motivational Intensity Theory, participants should increase effort mobilization proportionally to task difficulty as long as success is possible and justified. Forming goals and making plans should allow for reduced effort mobilization when participants perform an easy task. However, when the task is difficult, goals and plans should differ in their effect on effort mobilization. Participants who set goals should disengage, whereas participants who made if-then plans should stay in the field showing high effort mobilization during task performance. As expected, using an easy task in Experiment 1, we observed a lower cardiac PEP in both the implementation intention and the goal intention condition than in the control condition. In Experiment 2, we varied task difficulty and demonstrated that while participants with a mere goal intention disengaged from difficult tasks, participants with an implementation intention increased effort mobilization proportionally with task difficulty. These findings demonstrate the influence of goal striving strategies (i.e., mere goals vs. if-then plans) on effort mobilization during task performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Personal and situational predictors of test anxiety of students in post-compulsory education.

PubMed

Putwain, David W; Woods, Kevin A; Symes, Wendy

2010-03-01

Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences. To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals. One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology. Self-report data were collected for test anxiety, personal achievement goals, academic self-concept, perceived test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses. The relationship between test anxiety and personal knowledge beliefs differed for the various components of test anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal. Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.

Goal-directed visual attention drives health goal priming: An eye-tracking experiment.

PubMed

van der Laan, Laura N; Papies, Esther K; Hooge, Ignace T C; Smeets, Paul A M

2017-01-01

Several lab and field experiments have shown that goal priming interventions can be highly effective in promoting healthy food choices. Less is known, however, about the mechanisms by which goal priming affects food choice. This experiment tested the hypothesis that goal priming affects food choices through changes in visual attention. Specifically, it was hypothesized that priming with the dieting goal steers attention toward goal-relevant, low energy food products, which, in turn, increases the likelihood of choosing these products. In this eye-tracking experiment, 125 participants chose between high and low energy food products in a realistic online supermarket task while their eye movements were recorded with an eye-tracker. One group was primed with a health and dieting goal, a second group was exposed to a control prime, and a third group was exposed to no prime at all. The health goal prime increased low energy food choices and decreased high energy food choices. Furthermore, the health goal prime resulted in proportionally longer total dwell times on low energy food products, and this effect mediated the goal priming effect on choices. The findings suggest that the effect of priming on consumer choice may originate from an increase in attention for prime-congruent items. This study supports the effectiveness of health goal priming interventions in promoting healthy eating and opens up directions for research on other behavioral interventions that steer attention toward healthy foods. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Shared Goal Setting in Team-Based Geriatric Oncology

PubMed Central

Wallace, James; Canin, Beverly; Chow, Selina; Dale, William; Mohile, Supriya G.; Hamel, Lauren M.

2016-01-01

We present the case of a 92-year-old man, MH, who was given a diagnosis of colorectal cancer. His primary care physician, surgeon, geriatric oncologist, and family members all played important roles in his care. MH’s case is an example of a lack of explicit shared goal setting by the health care providers with the patient and family members and how that impeded care planning and health. This case demonstrates the importance of explicitly discussing and establishing shared goals in team-based cancer care delivery early on and throughout the care process, especially for older adults. Each individual member’s goals should be understood as they fit within the overarching shared team goals. We emphasize that shared goal setting and alignment of individual goals is a dynamic process that must occur several times at critical decision points throughout a patient’s care continuum. Providers and researchers can use this illustrative case to consider their own work and contemplate how shared goal setting can improve patient-centered care and health outcomes in various team-based care settings. Shared goal setting among team members has been demonstrated to improve outcomes in other contexts. However, we stress, that little investigation into the impact of shared goal setting on team-based cancer care delivery has been conducted. We list immediate research goals within team-based cancer care delivery that can provide a foundation for the understanding of the process and outcomes of shared goal setting. PMID:27624949

What does it take to set goals for self-management in primary care? A qualitative study.

PubMed

Lenzen, Stephanie Anna; van Dongen, Jerôme Jean Jacques; Daniëls, Ramon; van Bokhoven, Marloes Amantia; van der Weijden, Trudy; Beurskens, Anna

2016-12-01

There is an increasing number of patients with a chronic illness demanding primary care services. This demands for effective self-management support, including collaborative goal setting. Despite the fact that primary care professionals seem to have difficulties implementing goal setting, little information is available about the factors influencing the complexity of this process in primary care. The aim of this study was to contribute to an understanding of the complexity of self-management goal setting in primary care by exploring experts' and primary care professionals' experiences with self-management goal setting and viewpoints regarding influencing factors. A descriptive qualitative research methodology was adopted. Two focus groups and three individual interviews were conducted (total participants n = 17). Thematic content analysis was used to analyse the data. The findings were categorized into four main themes with subordinated subthemes. The themes focus around the complexity of setting non-medical goals and around professionals' skills and attitudes to negotiate and decide about goals with patients. Furthermore, patients' skills and attitudes for goal setting and the integration of goal setting in the time available were formulated as themes. Setting self-management goals in primary care, especially in family medicine, might require a shift from a medical perspective to a biopsychosocial perspective, with an increasing role set aside for the professional to coach the patient in expressing his self-management goals and to take responsibility for these goals. © The Author 2016. Published by Oxford University Press.

Goal setting for health behavior change: evidence from an obesity intervention for rural low-income women.

PubMed

Ries, A V; Blackman, L T; Page, R A; Gizlice, Z; Benedict, S; Barnes, K; Kelsey, K; Carter-Edwards, L

2014-01-01

Rural, minority populations are disproportionately affected by overweight and obesity and may benefit from lifestyle modification programs that are tailored to meet their unique needs. Obesity interventions commonly use goal setting as a behavior change strategy; however, few have investigated the specific contribution of goal setting to behavior change and/or identified the mechanisms by which goal setting may have an impact on behavior change. Furthermore, studies have not examined goal setting processes among racial/ethnic minorities. Using data from an obesity intervention for predominately minority women in rural North Carolina, this study sought to examine whether intervention participation resulted in working on goals and using goal setting strategies which in turn affected health behavior outcomes. It also examined racial/ethnic group differences in working on goals and use of goal setting strategies. Data came from a community-based participatory research project to address obesity among low-income, predominately minority women in rural North Carolina. A quasi-experimental intervention design was used. Participants included 485 women aged 18 years and over. Intervention participants (n=208) received health information and goal setting support through group meetings and tailored newsletters. Comparison participants (n = 277) received newsletters on topics unrelated to obesity. Surveys assessed physical activity, fruit and vegetable intake, goal-related stage of change, and use of goal setting strategies. Chi squared statistics were used to assess intervention group differences in changes in goal-related stage of change and use of goal setting strategies as well as racial/ethnic group differences in stage of change and use of goal setting strategies at baseline. The causal steps approach of Baron and Kenny was used to assess mediation. Intervention compared to comparison participants were more likely to move from contemplation to action/maintenance for the goals of improving diet (58% intervention, 44% comparison, p= 0.04) and physical activity (56% intervention, 31% comparison, p ≤ 0.0001). Intervention group differences were not found for moving from precontemplation to a higher category. At baseline, black compared to white participants were more likely to be working on the goals of getting a better education (p < 0.0001), owning a home (p < 0.01), starting a business (p < 0.0001), and improving job skills (p <0.05). For whites only, intervention participants were more likely than comparison participants to move from contemplation to action/maintenance for the goal of improving diet ( p< 0.05). For both blacks (p < 0.05) and whites (p < 0.0001), intervention participants were more likely than comparison participants to move from contemplation to action/maintenance for the goal of increasing physical activity. For all participants, progression in stages of change mediated the intervention effect on physical activity, but not fruit and vegetable intake. The intervention did not reveal an impact on use of goal setting strategies. In this sample of low-income, rural women, the intervention's goal setting component influenced behavior change for participants who were contemplating lifestyle changes at baseline. Racial/ethnic group differences in goal setting indicate the need to gain greater understanding of individual, social, and environmental factors that may uniquely have an impact on goal setting, and the importance of tailoring obesity intervention strategies for optimal, sustainable behavior change.

Thinking of You: Nonconscious Pursuit of Interpersonal Goals Associated With Relationship Partners

PubMed Central

Fitzsimons, Gráinne M.; Bargh, John A.

2010-01-01

The mere psychological presence of relationship partners was hypothesized to trigger interpersonal goals that are then pursued nonconsciously. Qualitative data suggested that people tend to pursue different interpersonal goals within different types of relationships (e.g., mother, best friend, coworker). In several studies, priming participants’ relationship representations produced goal-directed behavior (achievement, helping, understanding) in line with the previously assessed goal content of those representations. These findings support the hypothesis that interpersonal goals are component features of relationship representations and that mere activation of those representations, even in the partner’s physical absence, causes the goals to become active and to guide behavior nonconsciously within the current situation. PMID:12518976

Big hopes for the children of the world: a review of the Millennium Development Goals.

PubMed

Keating, E M; Chock, M; Fischer, P R

2011-01-01

The Millennium Development Goals are a set of eight goals drafted by the United Nations in 2000 with the aim of improving the health and welfare of people worldwide. The goals provide specific targets to be met by 2015, using the 1990 basis as a standard. This review presents these goals as they relate to children, discussing progress and future aims. Although not all eight goals specifically address children, each has its own impact on global child health. Thus far, much progress has been made, but increased rates of improvement must be achieved in order to meet the goals by 2015 and improve the health of children worldwide.

Goals for Sustainable Development: Focusing on Children and Youth. Social Policy Report Brief. Volume 30, Issue 3

ERIC Educational Resources Information Center

Bridgman, Anne

2017-01-01

The United Nations Sustainable Development Goals, ratified by all 193 member states of the U.N. General Assembly in 2015, outline 17 goals considered central to sustainable development in all countries. Building on and broadening the Millennium Development Goals adopted in 2005, the new goals offer a more holistic vision of child and youth…

Brief and Rare Mental "Breaks" Keep You Focused: Deactivation and Reactivation of Task Goals Preempt Vigilance Decrements

ERIC Educational Resources Information Center

Ariga, Atsunori; Lleras, Alejandro

2011-01-01

We newly propose that the vigilance decrement occurs because the cognitive control system fails to maintain active the goal of the vigilance task over prolonged periods of time (goal habituation). Further, we hypothesized that momentarily deactivating this goal (via a switch in tasks) would prevent the activation level of the vigilance goal from…

Course Goals in Social Science, Grades K-12. Critique Draft.

ERIC Educational Resources Information Center

Multnomah County Intermediate Education District, Portland, OR.

This document on course goals in the social sciences is one part of a critique series dealing with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal definition related to…

Examining the Role of Social Goals in School: A Study in Two Collectivist Cultures

ERIC Educational Resources Information Center

King, Ronnel B.; McInerney, Dennis M.; Watkins, David A.

2013-01-01

Achievement goal theorists have mostly focused on the role of mastery and performance goals in the school setting with little attention being paid to social goals. The aim of this study was to explore the role of social goals in influencing educational outcomes in two collectivist cultures: Hong Kong and the Philippines. Results showed that social…

A Model Process for Institutional Goals-Setting. A Module of the Needs Assessment Project.

ERIC Educational Resources Information Center

King, Maxwell C.; And Others

A goals-setting model for the community/junior college that would interface with the community needs assessment model was developed, using as the survey instrument the Institutional Goals Inventory (I.G.I.) developed by the Educational Testing Service. The nine steps in the model are: Establish Committee on College Goals and Identify Goals Project…

Predicting Academic Self-Handicapping in Different Age Groups: The Role of Personal Achievement Goals and Social Goals

ERIC Educational Resources Information Center

Leondari, Angeliki; Gonida, Eleftheria

2007-01-01

Background: Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. Aims: The…

Multiple Goals in a Hong Kong Chinese Educational Context: An Investigation of Developmental Trends and Learning Outcomes

ERIC Educational Resources Information Center

Watkins, David; Hattie, John

2012-01-01

Social goals have also been proposed as important additions to mastery and performance goals in educational contexts, particularly in non-Western cultures but no study has yet tested the possibility that such goals can also combine with mastery and performance goals leading to superior learning outcomes. Longitudinal studies are also rare in this…

Don't You Want to Do Better? Implementing a Goal-Setting Intervention in an Afterschool Program

ERIC Educational Resources Information Center

Hallenbeck, Amy; Fleming, David

2011-01-01

Goal setting is not an innate skill. Adults who are successful at reaching their goals have learned to set realistic goals and to plan to attain them. Afterschool programs, because they have latitude in their curricular offerings and program elements, can provide strong backdrops for goal-setting initiatives. While studies have shown that goal…

Learning Goals of AACSB-Accredited Undergraduate Business Programs: Predictors of Conformity versus Differentiation

ERIC Educational Resources Information Center

Brink, Kyle E.; Palmer, Timothy B.; Costigan, Robert D.

2014-01-01

Learning goals are central to assurance of learning. Yet little is known about what goals are used by business programs or how they are established. On the one hand, business schools are encouraged to develop their own unique learning goals. However, business schools also face pressures that would encourage conformity by adopting goals used by…

Six-and-a-Half-Month-Old Children Positively Attribute Goals to Human Action and to Humanoid-Robot Motion

ERIC Educational Resources Information Center

Kamewari, K.; Kato, M.; Kanda, T.; Ishiguro, H.; Hiraki, K.

2005-01-01

Recent infant studies indicate that goal attribution (understanding of goal-directed action) is present very early in infancy. We examined whether 6.5-month-olds attribute goals to agents and whether infants change the interpretation of goal-directed action according to the kind of agent. We conducted three experiments using the visual habituation…

The development of future thinking: young children's ability to construct event sequences to achieve future goals.

PubMed

Prabhakar, Janani; Hudson, Judith A

2014-11-01

Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. Copyright © 2014. Published by Elsevier Inc.

Raising trophy kids: The role of mothers' contingent self-esteem in maternal promotion of extrinsic goals.

PubMed

Soenens, Bart; Wuyts, Dorien; Vansteenkiste, Maarten; Mageau, Geneviève A; Brenning, Katrijn

2015-07-01

This study examined the role of mothers' child-invested contingent self-esteem, that is, their tendency to hinge their self-worth on their child's achievements, in maternal promotion of extrinsic goals, as perceived by adolescents. It was also examined whether maternal promotion of extrinsic goals would, in turn, relate to adolescents' Social Dominance Orientation (SDO). Participants were 184 mothers and their adolescent children (66% female). Maternal child-invested contingent self-esteem predicted adolescent-perceived maternal promotion of extrinsic goals, even when taking into account the variance shared between the promotion of extrinsic goals and mothers' use of a controlling parenting style. Maternal child-invested contingent self-esteem also moderated associations between mothers' personal pursuit of extrinsic goals and their promotion of those goals, such that the association between mothers' own extrinsic goals and their promotion of those goals was significant only among mothers high on child-invested contingent self-esteem. Maternal promotion of extrinsic goals was, in turn, related to adolescent SDO, suggesting that the dynamics examined in this study ultimately relate to adolescents' social and ideological development. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Influence of Money on Goal Pursuit and Decision-Making: Understanding Money's Unique Impact on Goal Pursuit

NASA Astrophysics Data System (ADS)

Moran, Nora

Previous research suggests that activating concepts of money and wealth can increase motivation to achieve personal goals. In this dissertation, I investigate how money affects pursuit of important personal goals, and how this motivation may be affected by goal attainability. In eight studies, I show that priming concepts of money and wealth leads individuals to pursue important personal goals to a greater degree than control groups, but only when a goal is more attainable. In contrast, when a goal is less attainable, those primed with money will be less likely to work towards goals relative to control groups. Furthermore, I examine why money may have a detrimental effect on motivation when individuals are faced with less attainable but important goals, and argue those primed with money become more concerned with maintaining a sense of efficacy, and thus disengage from pursuit when success is less certain. Thus, this research identifies the needs made salient by activating money--validating one's abilities. Finally, I show the relevance of these findings for consumer behavior, and discuss the additional implications of this work, as well as future research directions.

Goal setting with mothers in child development services.

PubMed

Forsingdal, S; St John, W; Miller, V; Harvey, A; Wearne, P

2014-07-01

The aim of this grounded theory study was to explore mothers' perspectives of the processes of collaborative goal setting in multidisciplinary child development services involving follow-up home therapy. Semi-structured interviews were conducted in South East Queensland, Australia with 14 mothers of children aged 3-6 years who were accessing multidisciplinary child development services. Interviews were focussed around the process of goal setting. A grounded theory of Maternal Roles in Goal Setting (The M-RIGS Model) was developed from analysis of data. Mothers assumed Dependent, Active Participator and Collaborator roles when engaging with the therapist in goal-setting processes. These roles were characterized by the mother's level of dependence on the therapist and insight into their child's needs and therapy processes. Goal Factors, Parent Factors and Therapist Factors influenced and added complexity to the goal-setting process. The M-RIGS Model highlights that mothers take on a range of roles in the goal-setting process. Although family-centred practice encourages negotiation and collaborative goal setting, parents may not always be ready to take on highly collaborative roles. Better understanding of parent roles, goal-setting processes and influencing factors will inform better engagement with families accessing multidisciplinary child development services. © 2013 John Wiley & Sons Ltd.

Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation

PubMed Central

Gustavson, Daniel E.; Miyake, Akira

2017-01-01

This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students (N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination. PMID:28943742

Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation.

PubMed

Gustavson, Daniel E; Miyake, Akira

2017-02-01

This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students ( N = 177) could reduce their academic procrastination over a course of three weeks after performing goal-related exercises to set so-called SMART goals and/or to prepare those students with specific strategies to resist their temptations (forming implementation intentions). Second, we conducted systematic regression analyses to examine whether academic procrastination at baseline uniquely predicts later goal-related outcomes, controlling for various correlated variables, including personality traits (e.g., impulsivity), motivational factors (e.g., motivation for the generated goals), and situational factors (e.g., memory for the goals). Results indicated that neither the SMART-goal nor implementation-intention intervention significantly reduced academic procrastination in the three-week interval, even when relevant moderating variables were examined. Initial levels of academic procrastination, however, were predictive of the success of accomplishing the goals generated during the initial exercises, above and beyond a wide range of other candidate correlates. These results provided new correlational evidence for the association between academic procrastination and goal accomplishment, but suggest a need for further research to understand what interventions are effective at reducing academic procrastination.

Goal setting frequency and the use of behavioral strategies related to diet and physical activity.

PubMed

Nothwehr, Faryle; Yang, Jingzhen

2007-08-01

Goal setting is an effective way to focus attention on behavior change. Theoretically, frequency of goal setting may indicate the level of commitment to diet and physical activity behavior change. Yet, little is known about the association between goal setting frequency and use of specific diet or physical activity-related strategies. This study examines whether changes in goal setting frequency predict changes in use of behavioral strategies over time, controlling for baseline strategy use, demographics and whether a person was trying to lose weight. Data are from a baseline and 1-year follow-up survey of adults in rural Iowa (n = 385). Overall, goal setting frequency was positively associated with use of the strategies measured, at baseline and overtime. Frequent goal setting that is focused specifically on diet or physical activity was more predictive of using dietary or physical activity strategies, respectively, than goal setting focused on weight loss overall. The study provides empirical support for what has been assumed theoretically, that is, frequent goal setting for weight management is an indicator of use of specific behavioral strategies. Significant challenges remain in regard to maintenance of this activity and attainment of weight loss goals.

Collaborative goal setting with adults attending physiotherapy at a specialist neuromuscular centre: is it always appropriate? A cross-sectional survey.

PubMed

Hartley, S E; Stockley, R C

2016-12-01

Collaborative goal setting is an integral component of treatment planning for adults with neuromuscular disorders (NMD). However, due to the unique challenges for these individuals, identifying a process for goal setting that is advantageous for all can be problematic. This study aimed to evaluate collaborative goal setting at a specialist NMD centre, as reported by service users attending physiotherapy. It also aimed to generate discussion about collaborative goal setting and the practice of goal setting in adults with NMD in order to inform future practice. Specialist NMD community-based centre in the UK. One hundred and four adults with NMD who attended the centre. Cross-sectional survey. Thematic and content analyses of goals set were performed alongside demographic data collection. One hundred and four patients (34 females) with a range of neuromuscular conditions - including Becker, facioscapularhumeral, limb girdle, Duchenne and myotonic muscular dystrophies - completed the survey. Thirty-six respondents (37%) stated that they had set goals with the physiotherapist, whilst 62 (63%) stated that they had not set goals with the physiotherapist. Respondents' goals were grouped into four themes: symptom management, maintenance, improving physical condition, and learning to live with the condition. Readiness to take part in collaborative goal setting is unique to each individual. Physiotherapists need to be skilful in supporting adults with NMD through the goal-setting process until they are capable of sharing responsibility. Setting personal goals to improve emotional well-being may help to develop confidence to take more control of their situation, hence facilitating skills in self-management. Copyright © 2015 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Goals for Human Milk Feeding in Mothers of Very Low Birth Weight Infants: How Do Goals Change and Are They Achieved During the NICU Hospitalization?

PubMed Central

Bigger, Harold; Patel, Aloka L.; Rossman, Beverly; Fogg, Louis F.; Meier, Paula

2015-01-01

Abstract Background: Little is known about human milk (HM) feeding goals for mothers of very low birth weight (VLBW) (<1,500 g birth weight) infants, especially for black mothers, for whom rates of VLBW birth are higher and lactation rates lower. This study examined the establishment, modification, and achievement of HM feeding goals during neonatal intensive care unit (NICU) hospitalization for mothers of VLBW infants and the influence of maternal race and income. Materials and Methods: A prospective cohort study measured maternal HM feeding goals (exclusive [EHM], partial, none) predelivery and during three time intervals: day of life (DOL) 1–14, 15–28, and 29–72. Goal achievement compared the goal for the time interval with the proportion of HM feedings received by the infant. Goal establishment, modification, and achievement were examined using chi-squared and contingency tables. Results: Three hundred fifty-two mother–infant dyads (53% black; 70% low-income; mean birth weight, 1,048 g) were studied. Predelivery, 55% of mothers planned to provide EHM; fewer black and low-income mothers chose EHM. During DOL 1–14, 63% of mothers chose EHM, and predelivery racial differences disappeared. Only 10% of mothers chose exclusive at-breast EHM feedings. EHM feeding goals decreased during NICU hospitalization, especially for black mothers. Whereas most mothers met their HM feeding goals initially, achievement rates declined during hospitalization. Mothers' EHM goal achievement was not influenced by race or income. Conclusions: Mothers changed their predelivery HM feeding goals after birth of a VLBW infant. Longitudinally, HM feeding goals and achievement reflected less HM use, highlighting the need to target lactation maintenance in this population. PMID:26110439

Individual differences and day-to-day fluctuations in goal planning and type 1 diabetes management.

PubMed

Wiebe, Deborah J; Baker, Ashley C; Suchy, Yana; Stump, Tammy K; Berg, Cynthia A

2018-04-26

To examine whether individual differences and day-to-day fluctuations in diabetes goal planning are associated with Type 1 diabetes (T1D) management during late adolescence, and whether lapses in daily diabetes goal planning are more disruptive to diabetes management among those with poorer executive functioning (EF). Late adolescents with T1D (N = 236, Mage = 17.77 years) completed survey measures assessing individual differences in levels of diabetes goal planning and adherence, as well as survey and performance-based measures of EF; glycemic control was assessed through glycated hemoglobin (HbA1c) assays. Participants then completed a 2-week daily diary, rating items measuring daily diabetes goal planning, goal effort, and adherence, and recording blood-glucose tests from their glucometer at the end of each day. Analyses of survey measures indicated that higher individual differences in diabetes goal planning were associated with better adherence and glycemic control. Analyses of daily data using hierarchical linear modeling indicated that adolescents displayed higher daily adherence and lower blood-glucose levels on days when they had higher-than-their-average levels of daily goal planning and daily goal effort. EF moderated the association between daily goal planning and daily adherence, indicating that lapses in daily goal planning were more disruptive for adolescents with poorer EF. Both individual differences and day-to-day fluctuations in diabetes goal planning are associated with diabetes management, highlighting the challenges of managing T1D in daily life. Youth in late adolescence with poorer EF may especially benefit from planning to attain diabetes goals on a daily basis. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Modeling the Development of Goal-Specificity in Mirror Neurons.

PubMed

Thill, Serge; Svensson, Henrik; Ziemke, Tom

2011-12-01

Neurophysiological studies have shown that parietal mirror neurons encode not only actions but also the goal of these actions. Although some mirror neurons will fire whenever a certain action is perceived (goal-independently), most will only fire if the motion is perceived as part of an action with a specific goal. This result is important for the action-understanding hypothesis as it provides a potential neurological basis for such a cognitive ability. It is also relevant for the design of artificial cognitive systems, in particular robotic systems that rely on computational models of the mirror system in their interaction with other agents. Yet, to date, no computational model has explicitly addressed the mechanisms that give rise to both goal-specific and goal-independent parietal mirror neurons. In the present paper, we present a computational model based on a self-organizing map, which receives artificial inputs representing information about both the observed or executed actions and the context in which they were executed. We show that the map develops a biologically plausible organization in which goal-specific mirror neurons emerge. We further show that the fundamental cause for both the appearance and the number of goal-specific neurons can be found in geometric relationships between the different inputs to the map. The results are important to the action-understanding hypothesis as they provide a mechanism for the emergence of goal-specific parietal mirror neurons and lead to a number of predictions: (1) Learning of new goals may mostly reassign existing goal-specific neurons rather than recruit new ones; (2) input differences between executed and observed actions can explain observed corresponding differences in the number of goal-specific neurons; and (3) the percentage of goal-specific neurons may differ between motion primitives.

Goal conflict, goal facilitation, and health professionals' provision of physical activity advice in primary care: an exploratory prospective study.

PubMed

Presseau, Justin; Francis, Jill J; Campbell, Neil C; Sniehotta, Falko F

2011-07-15

The theory of planned behaviour has well-evidenced utility in predicting health professional behaviour, but focuses on a single behaviour isolated from the numerous potentially conflicting and facilitating goal-directed behaviours performed alongside. Goal conflict and goal facilitation may influence whether health professionals engage in guideline-recommended behaviours, and may supplement the predictive power of the theory of planned behaviour. We hypothesised that goal facilitation and goal conflict contribute to predicting primary care health professionals' provision of physical activity advice to patients with hypertension, over and above predictors of behaviour from the theory of planned behaviour. Using a prospective predictive design, at baseline we invited a random sample of 606 primary care health professionals from all primary care practices in NHS Grampian and NHS Tayside (Scotland) to complete postal questionnaires. Goal facilitation and goal conflict were measured alongside theory of planned behaviour constructs at baseline. At follow-up six months later, participants self-reported the number of patients, out of those seen in the preceding two weeks, to whom they provided physical activity advice. Forty-four primary care physicians and nurses completed measures at both time points (7.3% response rate). Goal facilitation and goal conflict improved the prediction of behaviour, accounting for substantial additional variance (5.8% and 8.4%, respectively) in behaviour over and above intention and perceived behavioural control. Health professionals' provision of physical activity advice in primary care can be predicted by perceptions about how their conflicting and facilitating goal-directed behaviours help and hinder giving advice, over and above theory of planned behaviour constructs. Incorporating features of multiple goal pursuit into the theory of planned behaviour may help to better understand health professional behaviour.

Goal conflict, goal facilitation, and health professionals' provision of physical activity advice in primary care: An exploratory prospective study

PubMed Central

2011-01-01

Background The theory of planned behaviour has well-evidenced utility in predicting health professional behaviour, but focuses on a single behaviour isolated from the numerous potentially conflicting and facilitating goal-directed behaviours performed alongside. Goal conflict and goal facilitation may influence whether health professionals engage in guideline-recommended behaviours, and may supplement the predictive power of the theory of planned behaviour. We hypothesised that goal facilitation and goal conflict contribute to predicting primary care health professionals' provision of physical activity advice to patients with hypertension, over and above predictors of behaviour from the theory of planned behaviour. Methods Using a prospective predictive design, at baseline we invited a random sample of 606 primary care health professionals from all primary care practices in NHS Grampian and NHS Tayside (Scotland) to complete postal questionnaires. Goal facilitation and goal conflict were measured alongside theory of planned behaviour constructs at baseline. At follow-up six months later, participants self-reported the number of patients, out of those seen in the preceding two weeks, to whom they provided physical activity advice. Results Forty-four primary care physicians and nurses completed measures at both time points (7.3% response rate). Goal facilitation and goal conflict improved the prediction of behaviour, accounting for substantial additional variance (5.8% and 8.4%, respectively) in behaviour over and above intention and perceived behavioural control. Conclusions Health professionals' provision of physical activity advice in primary care can be predicted by perceptions about how their conflicting and facilitating goal-directed behaviours help and hinder giving advice, over and above theory of planned behaviour constructs. Incorporating features of multiple goal pursuit into the theory of planned behaviour may help to better understand health professional behaviour. PMID:21762486

Patient Self-Defined Goals: Essentials of Person-Centered Care for Serious Illness.

PubMed

Schellinger, Sandra Ellen; Anderson, Eric Worden; Frazer, Monica Schmitz; Cain, Cindy Lynn

2018-01-01

This research, a descriptive qualitative analysis of self-defined serious illness goals, expands the knowledge of what goals are important beyond the physical-making existing disease-specific guidelines more holistic. Integration of goals of care discussions and documentation is standard for quality palliative care but not consistently executed into general and specialty practice. Over 14 months, lay health-care workers (care guides) provided monthly supportive visits for 160 patients with advanced heart failure, cancer, and dementia expected to die in 2 to 3 years. Care guides explored what was most important to patients and documented their self-defined goals on a medical record flow sheet. Using definitions of an expanded set of whole-person domains adapted from the National Consensus Project (NCP) Clinical Practice Guidelines for Quality Palliative Care, 999 goals and their associated plans were deductively coded and examined. Four themes were identified-medical, nonmedical, multiple, and global. Forty percent of goals were coded into the medical domain; 40% were coded to nonmedical domains-social (9%), ethical (7%), family (6%), financial/legal (5%), psychological (5%), housing (3%), legacy/bereavement (3%), spiritual (1%), and end-of-life care (1%). Sixteen percent of the goals were complex and reflected a mix of medical and nonmedical domains, "multiple" goals. The remaining goals (4%) were too global to attribute to an NCP domain. Self-defined serious illness goals express experiences beyond physical health and extend into all aspects of whole person. It is feasible to elicit and record serious illness goals. This approach to goals can support meaningful person-centered care, decision-making, and planning that accords with individual preferences of late life.

Assessing use of a printed lifestyle intervention tool by women with borderline gestational diabetes and their achievement of diet and exercise goals: a descriptive study.

PubMed

Han, Shanshan; Middleton, Philippa F; Tran, Thach S; Crowther, Caroline A

2016-03-01

The purpose of this study is to assess use of a booklet by pregnant women to record and assist dietary and lifestyle changes; to describe diet and exercise goals set during the initial lifestyle discussions; and to assess achievement of goals. Participants were women with borderline gestational diabetes who received a printed pregnancy record booklet, as part of a randomised trial, to record and set monthly goals for diet and exercise. Outcomes included women's use of the booklets and their achievement of dietary and exercise goals after 1 month. Fifty-six women returned their used pregnancy record booklets and were included in this study. These women set a total of 197 dietary goals and 65 exercise goals. In the first month, over 80% of dietary goals that targeted grains, dairy and overall diet were achieved, but only 20-30% of goals about vegetables, and foods high in fat, sugar and/or salt were achieved. After 1 month, women had achieved 86.4% of their exercise goals to maintain their current level of activity, but only 25.0 % exercise goals to increase walking during pregnancy. Women who used pregnancy record booklets reported good achievement rates for goals related to grains, fruits, dairy and overall diet, but they were less likely to be successful in achieving goals to increase intake of vegetables, and limit foods that high in fat, sugar and/or salt. Maintaining an active lifestyle during pregnancy was feasible for women although increases in physical activity were less often achieved. Using a pregnancy record booklet may be helpful in assisting and encouraging behavioural changes, although further investigations of long-term effects and in different populations are warranted.

Adolescents' social status goals: relationships to social status insecurity, aggression, and prosocial behavior.

PubMed

Li, Yan; Wright, Michelle F

2014-01-01

Peer status is an important aspect of adolescents' social lives and is pursued actively by them. Although extensive research has examined how social behaviors are related to peer status (e.g., social preference, popularity), little attention has been given to adolescents' social goals to obtain a desired peer status. Thus, this study examined two types of social status goals, popularity goal and social preference goal, and their relationships to social status insecurity and social behaviors among 405 ethnically diverse early adolescents (267 girls; M age = 12.92 years; age range = 11-15 years). After accounting for adolescents' attained peer statuses (popularity and social preference), both social status goals were related distinctly to aggressive and prosocial behaviors as measured by self reports and peer nominations. Specifically, higher endorsement of the popularity goal was related to more self-reported relational aggression, but less peer-nominated prosocial behavior. In contrast, higher endorsement of the social preference goal was linked to less self-reported overt and relational aggression, but more self-reported and peer-nominated prosocial behavior. In addition, this study reveals that adolescents' social status insecurity was related positively to both social status goals and had an indirect effect on adolescents' social behaviors through the mediation of popularity goal endorsement. There were variations in goal endorsement as shown by groups of adolescents endorsing different levels of each goal. The group comparison results on social behaviors were largely consistent with the correlational findings. This study provides new insights into adolescents' social cognitive processes about peer status and the implications of the two social status goals on adolescents' behavioral development.

Effect of self-efficacy and physical activity goal achievement on arthritis pain and quality of life in patients with rheumatoid arthritis.

PubMed

Knittle, Keegan P; De Gucht, Véronique; Hurkmans, Emalie J; Vlieland, Thea P M Vliet; Peeters, André J; Ronday, H Karel; Maes, Stan

2011-11-01

To examine physical activity and achievement of physical activity goals in relation to self-reported pain and quality of life among patients with rheumatoid arthritis (RA). At baseline, 271 patients with RA were asked to specify a physical activity goal, and filled in questionnaires assessing physical activity, motivation, and self-efficacy for physical activity, arthritis pain, and quality of life. Six months later, patients indicated to what extent they had achieved their baseline physical activity goal and completed the same set of questionnaires. These data were used to construct multiple mediation models that placed physical activity and physical activity goal achievement as mediators between self-efficacy and motivation on one hand, and arthritis pain and quality of life on the other. A total of 106 patients with RA completed both questionnaires. Self-efficacy at baseline predicted subsequent level of physical activity and achievement of physical activity goals. Goal achievement had a direct effect upon quality of life outcomes. Bootstrapping confidence intervals revealed indirect effects of self-efficacy upon arthritis pain and quality of life through goal achievement, but not through physical activity. Higher levels of self-efficacy for physical activity increase the likelihood that patients will achieve their physical activity goals. Achievement of physical activity goals seems to be related to lower self-reported arthritis pain, and higher levels of quality of life. In practice, clinicians can foster self-efficacy and goal achievement by assisting patients in setting realistic and attainable exercise goals, developing action plans, and by providing feedback on goal progress. Copyright © 2011 by the American College of Rheumatology.

Role of Performance Goals in Prose Learning

ERIC Educational Resources Information Center

LaPorte, Ronald E.; Nath, Raghu

1976-01-01

Investigates a subject's internalized goals and the relationship of the goals to test performance as a function of different learning instructions. Stating specific goals was found to produce the most significant results among subjects. (Author/DEP)

Terror management and stereotyping: why do people stereotype when mortality is salient?

PubMed

Renkema, Lennart J; Stapel, Diederik A; Maringer, Marcus; van Yperen, Nico W

2008-04-01

Three studies examine two routes by which mortality threats may lead to stereotyping. Mortality salience may activate both a comprehension goal and an enhancement goal. Enhancement goals are likely to be more active in situations where intergroup competition or conflict is salient. If this is not the case, then a comprehension goal will predominate. In line with a why-determines-how logic, when mortality salience activates a comprehension goal, both positive and negative stereotyping occur. In contrast, the activation of an enhancement goal only increases negative stereotyping.

Tying knots: an activity theory analysis of student learning goals in clinical education.

PubMed

Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

2017-07-01

Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Overarching goals: a strategy for improving healthcare quality and safety?

PubMed

Nanji, Karen C; Ferris, Timothy G; Torchiana, David F; Meyer, Gregg S

2013-03-01

The management literature reveals that many successful organisations have strategic plans that include a bold 'stretch-goal' to stimulate progress over a ten-to-thirty-year period. A stretch goal is clear, compelling and easily understood. It serves as a unifying focal point for organisational efforts. The ambitiousness of such goals has been emphasised with the phrase Big Hairy Audacious Goal ('BHAG'). President Kennedy's proclamation in 1961 that 'this Nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to earth' provides a famous example. This goal energised the US National Aeronautics and Space Administration, and it captured the attention of the American public and resulted in one of the largest accomplishments of any organisation. The goal set by Sony, a small, cash-strapped electronics company in the 1950s, to change the poor image of Japanese products around the world represents a classic BHAG. Few examples of quality goals that conform to the BHAG definition exist in the healthcare literature. However, the concept may provide a useful framework for organisations seeking to transform the quality of care they deliver. This review examines the merits and cautions of setting overarching quality goals to catalyse quality improvement efforts, and assists healthcare organisations with determining whether to adopt these goals.

Dose relations between goal setting, theory-based correlates of goal setting and increases in physical activity during a workplace trial.

PubMed

Dishman, Rod K; Vandenberg, Robert J; Motl, Robert W; Wilson, Mark G; DeJoy, David M

2010-08-01

The effectiveness of an intervention depends on its dose and on moderators of dose, which usually are not studied. The purpose of the study is to determine whether goal setting and theory-based moderators of goal setting had dose relations with increases in goal-related physical activity during a successful workplace intervention. A group-randomized 12-week intervention that included personal goal setting was implemented in fall 2005, with a multiracial/ethnic sample of employees at 16 geographically diverse worksites. Here, we examined dose-related variables in the cohort of participants (N = 664) from the 8 worksites randomized to the intervention. Participants in the intervention exceeded 9000 daily pedometer steps and 300 weekly minutes of moderate-to-vigorous physical activity (MVPA) during the last 6 weeks of the study, which approximated or exceeded current public health guidelines. Linear growth modeling indicated that participants who set higher goals and sustained higher levels of self-efficacy, commitment and intention about attaining their goals had greater increases in pedometer steps and MVPA. The relation between change in participants' satisfaction with current physical activity and increases in physical activity was mediated by increases in self-set goals. The results show a dose relation of increased physical activity with changes in goal setting, satisfaction, self-efficacy, commitment and intention, consistent with goal-setting theory.

Mind-sets matter: a meta-analytic review of implicit theories and self-regulation.

PubMed

Burnette, Jeni L; O'Boyle, Ernest H; VanEpps, Eric M; Pollack, Jeffrey M; Finkel, Eli J

2013-05-01

This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research.

Guided goal setting: effectiveness in a dietary and physical activity intervention with low-income adolescents.

PubMed

Shilts, Mical Kay; Horowitz, Marcel; Townsend, Marilyn S

2009-01-01

Determining the effectiveness of the guided goal setting strategy on changing adolescents' dietary and physical activity self-efficacy and behaviors. Adolescents were individually assigned to treatment (intervention with guided goal setting) or control conditions (intervention without guided goal setting) with data collected before and after the education intervention. Urban middle school in a low-income community in Central California. Ethnically diverse middle school students (n = 94, 55% male) who were participants of a USDA nutrition education program. Driven by the Social Cognitive Theory, the intervention targeted dietary and physical activity behaviors of adolescents. Dietary self-efficacy and behavior; physical activity self-efficacy and behavior; goal effort and spontaneous goal setting. ANCOVA and path analysis were performed using the full sample and a sub-sample informed by Locke's recommendations (accounting for goal effort and spontaneous goal setting). No significant differences were found between groups using the full sample. Using the sub-sample, greater gains in dietary behavior (p < .05), physical activity behavior (p < .05), and physical activity self-efficacy (p < .05) were made by treatment participants compared to control participants. Change in physical activity behaviors was mediated by self-efficacy. Accounting for goal effort and spontaneous goal setting, this study provides some evidence that the use of guided goal setting with adolescents may be a viable strategy to promote dietary and physical activity behavior change.

Mission Data System Java Edition Version 7

NASA Technical Reports Server (NTRS)

Reinholtz, William K.; Wagner, David A.

2013-01-01

The Mission Data System framework defines closed-loop control system abstractions from State Analysis including interfaces for state variables, goals, estimators, and controllers that can be adapted to implement a goal-oriented control system. The framework further provides an execution environment that includes a goal scheduler, execution engine, and fault monitor that support the expression of goal network activity plans. Using these frameworks, adapters can build a goal-oriented control system where activity coordination is verified before execution begins (plan time), and continually during execution. Plan failures including violations of safety constraints expressed in the plan can be handled through automatic re-planning. This version optimizes a number of key interfaces and features to minimize dependencies, performance overhead, and improve reliability. Fault diagnosis and real-time projection capabilities are incorporated. This version enhances earlier versions primarily through optimizations and quality improvements that raise the technology readiness level. Goals explicitly constrain system states over explicit time intervals to eliminate ambiguity about intent, as compared to command-oriented control that only implies persistent intent until another command is sent. A goal network scheduling and verification process ensures that all goals in the plan are achievable before starting execution. Goal failures at runtime can be detected (including predicted failures) and handled by adapted response logic. Responses can include plan repairs (try an alternate tactic to achieve the same goal), goal shedding, ignoring the fault, cancelling the plan, or safing the system.

A guide for establishing restoration goals for contaminated ecosystems

USGS Publications Warehouse

Wagner, Anne M.; Larson, Diane L.; DalSoglio, Julie A.; Harris, James A.; Labus, Paul; Rosi-Marshall, Emma J.; Skarbis, Krisin E.

2016-01-01

As natural resources become increasingly limited, the value of restoring contaminated sites, both terrestrial and aquatic, becomes increasingly apparent. Traditionally, goals for remediation have been set before any consideration of goals for ecological restoration. The goals for remediation have focused on removing or limiting contamination whereas restoration goals have targeted the ultimate end use. Here, we present a framework for developing a comprehensive set of achievable goals for ecological restoration of contaminated sites to be used in concert with determining goals for remediation. This framework was developed during a Society of Environmental Toxicology and Chemistry (SETAC) and Society of Ecological Restoration (SER) cosponsored workshop that brought together experts from multiple countries. Although most members were from North America, this framework is designed for use internationally. We discuss the integration of establishing goals for both contaminant remediation and overall restoration, and the need to include both the restoration of ecological and socio-cultural-economic value in the context of contaminated sites. Although recognizing that in some countries there may be regulatory issues associated with contaminants and clean up, landscape setting and social drivers can inform the restoration goals. We provide a decision tree support tool to guide the establishment of restoration goals for contaminated ecosystems. The overall intent of this decision tree is to provide a framework for goal setting and to identify outcomes achievable given the contamination present at a site.

Goal-Function Tree Modeling for Systems Engineering and Fault Management

NASA Technical Reports Server (NTRS)

Johnson, Stephen B.; Breckenridge, Jonathan T.

2013-01-01

This paper describes a new representation that enables rigorous definition and decomposition of both nominal and off-nominal system goals and functions: the Goal-Function Tree (GFT). GFTs extend the concept and process of functional decomposition, utilizing state variables as a key mechanism to ensure physical and logical consistency and completeness of the decomposition of goals (requirements) and functions, and enabling full and complete traceabilitiy to the design. The GFT also provides for means to define and represent off-nominal goals and functions that are activated when the system's nominal goals are not met. The physical accuracy of the GFT, and its ability to represent both nominal and off-nominal goals enable the GFT to be used for various analyses of the system, including assessments of the completeness and traceability of system goals and functions, the coverage of fault management failure detections, and definition of system failure scenarios.

Departures From Optimality When Pursuing Multiple Approach or Avoidance Goals

PubMed Central

2016-01-01

This article examines how people depart from optimality during multiple-goal pursuit. The authors operationalized optimality using dynamic programming, which is a mathematical model used to calculate expected value in multistage decisions. Drawing on prospect theory, they predicted that people are risk-averse when pursuing approach goals and are therefore more likely to prioritize the goal in the best position than the dynamic programming model suggests is optimal. The authors predicted that people are risk-seeking when pursuing avoidance goals and are therefore more likely to prioritize the goal in the worst position than is optimal. These predictions were supported by results from an experimental paradigm in which participants made a series of prioritization decisions while pursuing either 2 approach or 2 avoidance goals. This research demonstrates the usefulness of using decision-making theories and normative models to understand multiple-goal pursuit. PMID:26963081

Examining intrinsic versus extrinsic exercise goals: cognitive, affective, and behavioral outcomes.

PubMed

Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

2009-04-01

Grounded in self-determination theory (SDT), this study had two purposes: (a) examine the associations between intrinsic (relative to extrinsic) exercise goal content and cognitive, affective, and behavioral outcomes; and (b) test the mediating role of psychological need satisfaction in the Exercise Goal Content --> Outcomes relationship. Using a sample of 410 adults, hierarchical regression analysis showed relative intrinsic goal content to positively predict physical self-worth, self-reported exercise behavior, psychological well-being, and psychological need satisfaction and negatively predict exercise anxiety. Except for exercise behavior, the predictive utility of relative intrinsic goal content on the dependent variables of interest remained significant after controlling for participants' relative self-determined exercise motivation. Structural equation modeling analyses showed psychological need satisfaction to partially mediate the effect of relative intrinsic goal content on the outcome variables. Our findings support further investigation of exercise goals commensurate with the goal content perspective advanced in SDT.

Extrinsic value orientation and affective forecasting: overestimating the rewards, underestimating the costs.

PubMed

Sheldon, Kennon M; Gunz, Alexander; Nichols, Charles P; Ferguson, Yuna

2010-02-01

We examined affective forecasting errors as a possible explanation of the perennial appeal of extrinsic values and goals. Study 1 found that although people relatively higher in extrinsic (money, fame, image) compared to intrinsic (growth, intimacy, community) value orientation (REVO) are less happy, they nevertheless believe that attaining extrinsic goals offers a strong potential route to happiness. Study 2's longitudinal experimental design randomly assigned participants to pursue either 3 extrinsic or 3 intrinsic goals over 4 weeks, and REVO again predicted stronger forecasts regarding extrinsic goals. However, not even extrinsically oriented participants gained well-being benefits from attaining extrinsic goals, whereas all participants tended to gain in happiness from attaining intrinsic goals. Study 3 showed that the effect of REVO on forecasts is mediated by extrinsic individuals' belief that extrinsic goals will satisfy autonomy and competence needs. It appears that some people overestimate the emotional benefits of achieving extrinsic goals, to their potential detriment.

From primed construct to motivated behavior: validation processes in goal pursuit.

PubMed

Demarree, Kenneth G; Loersch, Chris; Briñol, Pablo; Petty, Richard E; Payne, B Keith; Rucker, Derek D

2012-12-01

Past research has found that primes can automatically initiate unconscious goal striving. Recent models of priming have suggested that this effect can be moderated by validation processes. According to a goal-validation perspective, primes should cause changes in one's motivational state to the extent people have confidence in the prime-related mental content. Across three experiments, we provided the first direct empirical evidence for this goal-validation account. Using a variety of goal priming manipulations (cooperation vs. competition, achievement, and self-improvement vs. saving money) and validity inductions (power, ease, and writing about confidence), we demonstrated that the impact of goal primes on behavior occurs to a greater extent when conditions foster confidence (vs. doubt) in mental contents. Indeed, when conditions foster doubt, goal priming effects are eliminated or counter to the implications of the prime. The implications of these findings for research on goal priming and validation processes are discussed.

Underlying motivation in the approach and avoidance goals of depressed and non-depressed individuals.

PubMed

Sherratt, Katherine A L; MacLeod, Andrew K

2013-01-01

Neurobiological theories predict decreased approach motivation and increased avoidance motivation in depression, but the results of previous studies have been equivocal. This study addressed a key limitation of previous research by assessing participants' underlying motivation for adopting their goals. Depressed (N=26) and non-depressed (N=33) participants listed approach and avoidance goals and wrote down their underlying reasons for adopting those goals. The groups did not differ on either the number of goals or underlying reasons but when underlying reasons were coded for approach or avoidance motivation depressed participants, compared to controls, showed less approach motivation and more avoidance motivation in relation to their approach goals. There were no effects related to avoidance goals. The results suggest that while the goals of depressed persons appear to be similar to those who are not depressed there are important differences at the level of underlying motivation.

Threat and defense as goal regulation: from implicit goal conflict to anxious uncertainty, reactive approach motivation, and ideological extremism.

PubMed

Nash, Kyle; McGregor, Ian; Prentice, Mike

2011-12-01

Four studies investigated a goal regulation view of anxious uncertainty threat (Gray & McNaughton, 2000) and ideological defense. Participants (N = 444) were randomly assigned to have achievement or relationship goals implicitly primed. The implicit goal primes were followed by randomly assigned achievement or relationship threats that have reliably caused generalized, reactive approach motivation and ideological defense in past research. The threats caused anxious uncertainty (Study 1), reactive approach motivation (Studies 2 and 3), and reactive ideological conviction (Study 4) only when threat-relevant goals had first been primed, but not when threat-irrelevant goals had first been primed. Reactive ideological conviction (Study 4) was eliminated if participants were given an opportunity to attribute their anxiety to a mundane source. Results support a goal regulation view of anxious uncertainty, threat, and defense with potential for integrating theories of defensive compensation.

The motivational properties of hope in goal striving.

PubMed

Nelissen, Rob M A

2017-02-01

We argue that hope is not an expectancy based on beliefs about pathways to desired goals and personal capacities to act on them, but an experience of the mere possibility of a desired outcome. We propose that in the latter sense, hope has unique motivational consequences for goal striving. Specifically, we predicted that hope buffers against the detrimental impact of negative feedback on goal-progress. The results of the two studies confirmed this prediction. In Study 1, we measured participants' hopes of attaining a weight-loss goal. In Study 2, we induced hope at solving an unsolvable mathematical puzzle. In both studies, receiving negative feedback on goal-progress resulted in lower levels of success (Study 1) and persistence (Study 2) in goal-striving, but not for participants who experienced hope. We discuss the role of hope as an affective mechanism that functions to regulate energy expenditure in goal-striving.

Extending the Soar Cognitive Architecture

DTIC Science & Technology

2007-07-01

the first corticostriatal loop, communicating with areas in prefrontal cortex may decide that the medium term intention goal is to satisfy hunger ...decided upon, perhaps rising from a chair. The medium term goal of hunger satiation remains - repeatedly selected by its corticostriatal loop when a...decision between hunger and another medium term goal is required. The actions needed to fulfill that goal are executed in sequence until the goal has

Dose Relations between Goal Setting, Theory-Based Correlates of Goal Setting and Increases in Physical Activity during a Workplace Trial

ERIC Educational Resources Information Center

Dishman, Rod K.; Vandenberg, Robert J.; Motl, Robert W.; Wilson, Mark G.; DeJoy, David M.

2010-01-01

The effectiveness of an intervention depends on its dose and on moderators of dose, which usually are not studied. The purpose of the study is to determine whether goal setting and theory-based moderators of goal setting had dose relations with increases in goal-related physical activity during a successful workplace intervention. A…

Achieving the Goals: Goal 1. All Children in America Will Start School Ready To Learn.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

"Reaching the Goals" is a series of eight books designed to inform people involved in education reform, or people who want to be involved, of the myriad of programs and resources that are available from the Federal Government to support each of the National Education Goals defined in 1990. This first book is dedicated to Goal 1,…

Impact of Goal Setting and Goal Attainment Methods on Asthma Outcomes: Findings From an Asthma Self-Management Intervention for African American Women

ERIC Educational Resources Information Center

Aaron, Micah; Nelson, Belinda W.; Kaltsas, Elena; Brown, Randall W.; Thomas, Lara J.; Patel, Minal R.

2017-01-01

Optimal use of goal-setting strategies in self-management efforts with high-risk individuals with asthma is not well understood. This study aimed to describe factors associated with goal attainment in an asthma self-management intervention for African American women with asthma and determine whether goal attainment methods proved beneficial to…

Emotional preferences and goals and emotion dysregulation in children with Asperger's syndrome and typically developing children.

PubMed

López-Pérez, Belén; Ambrona, Tamara; Gummerum, Michaela

2018-02-05

Emotion goals lie at the heart of emotion regulation, as people have to first decide what emotions they want to feel before engaging in emotion regulation. Given that children with Asperger's syndrome (AS) are characterized by exhibiting difficulties in emotion regulation, studying whether they display similar or different emotion goals compared to typically developing (TD) children may provide insightful information. Thirty AS and 30 TD children (10-12 years) reported about their general (i.e., how they want to feel in general) and contextualized (i.e., how they want to feel when confronting vs. collaborating with someone) emotion goals, and about their difficulties in emotion regulation through questionnaires. Results showed that both groups did not differ in their general emotional goals and in their contextualized emotion goals for happiness for collaboration and anger for confrontation. AS children only differed from TD children in a higher preference for sadness for collaboration and happiness for confrontation. These emotion goals predicted their difficulties to engage in goal-directed behaviour. The obtained results support the need to further study emotion goals as an aspect of emotion dysregulation, namely the difficulties to engage in goal-directed behaviour when experiencing different emotions. AS and TD children did not differ in their general emotion goals. AS and TD children did not vary in their preferences for happiness for collaboration and anger for confrontation. AS children only differed in a higher preference for sadness for collaboration and happiness for confrontation. Understanding emotion goals might help practitioners to develop better interventions. © 2018 The British Psychological Society.

Hippocampus and Retrosplenial Cortex Combine Path Integration Signals for Successful Navigation

PubMed Central

Erdem, Uğur M.; Ross, Robert S.; Brown, Thackery I.; Hasselmo, Michael E.; Stern, Chantal E.

2013-01-01

The current study used fMRI in humans to examine goal-directed navigation in an open field environment. We designed a task that required participants to encode survey-level spatial information and subsequently navigate to a goal location in either first person, third person, or survey perspectives. Critically, no distinguishing landmarks or goal location markers were present in the environment, thereby requiring participants to rely on path integration mechanisms for successful navigation. We focused our analysis on mechanisms related to navigation and mechanisms tracking linear distance to the goal location. Successful navigation required translation of encoded survey-level map information for orientation and implementation of a planned route to the goal. Our results demonstrate that successful first and third person navigation trials recruited the anterior hippocampus more than trials when the goal location was not successfully reached. When examining only successful trials, the retrosplenial and posterior parietal cortices were recruited for goal-directed navigation in both first person and third person perspectives. Unique to first person perspective navigation, the hippocampus was recruited to path integrate self-motion cues with location computations toward the goal location. Last, our results demonstrate that the hippocampus supports goal-directed navigation by actively tracking proximity to the goal throughout navigation. When using path integration mechanisms in first person and third person perspective navigation, the posterior hippocampus was more strongly recruited as participants approach the goal. These findings provide critical insight into the neural mechanisms by which we are able to use map-level representations of our environment to reach our navigational goals. PMID:24305826

Association of goal orientation with work engagement and burnout in emergency nurses.

PubMed

Adriaenssens, Jef; De Gucht, Veronique; Maes, Stan

2015-01-01

Goal orientation is a mindset towards the achievement of work-related goals, and it has been found to be related to occupational well-being. This study explored to what extent the 4-dimensional model of goal orientation adds additional variance to the explanation of burnout and work engagement in emergency nurses, after controlling for demographics, job characteristics and organizational variables. Self-report questionnaires including the Leiden Quality of Work Questionnaire for Nurses, Goal Orientation Questionnaire, Maslach Burnout Inventory and Utrecht Work Engagement Scale were completed by 170 out of 274 emergency nurses from 13 secondary Belgian hospitals (response rate 62%). Hierarchical multiple regression analyses were conducted. Goal orientation explained 14 and 13% of the variance in burnout and work engagement respectively. Job control was predictive of both outcomes. Job demands was a predictor of burnout, and social support predicted work engagement. Reward was related to work engagement. The mastery-approach goal orientation was strongly related to an increase in work engagement and to a decrease in burnout. The performance-avoidance goal orientation was strongly related to a decrease in work engagement and to an increase in burnout. The performance-approach and mastery-avoidance goal orientations were not predictive for the two outcome variables. Goal orientation explains additional variance in burnout and work engagement over and above work characteristics and organizational variables. A mastery-approach goal orientation appears to be beneficial while a performance-avoidance goal orientation is not. Hospital management should therefore invest in personal involvement and growth of ER-nurses and in a rewarding organizational culture.

The effect of psychological distance on automatic goal contagion

PubMed Central

Wessler, Janet; Hansen, Jochim

2016-01-01

ABSTRACT We investigated how psychological distance influences goal contagion (the extent to which people automatically adopt another person’s goals). On the basis of construal-level theory, we predicted people would be more prone to goal contagion when primed with psychological distance (vs. closeness) because they would construe the other person’s behavior in terms of its underlying goal. Alternatively, we predicted people primed with psychological closeness (vs. distance) would be more prone to goal contagion because closeness may increase the personal relevance of another’s goals – a process not mediated by construal level. In two preregistered studies, participants read about a student whose behavior implied either an academic or a social goal. We manipulated (a) participants’ level of mental construal with a mind-set task (Study 1) and (b) their social distance from another person who showed academic or social behaviors (Study 2). We measured performance on an anagram task as an indicator of academic goal contagion. For Study 1, we predicted that participants reading about academic (vs. social) behaviors would show a better anagram performance, especially when primed with an abstract mind-set. For Study 2, we predicted that construal level and relevance effects might cancel each other out, because distance triggers both high-level construal and less relevance. In contrast to the construal-level hypothesis, the mind-set manipulation did not affect goal contagion in Study 1. In accordance with the relevance hypothesis, psychological proximity increased goal contagion in Study 2. We discuss how the findings relate to previous findings on goal contagion and imitation. PMID:29098177

Rehabilitation goal setting with community dwelling adults with acquired brain injury: a theoretical framework derived from clinicians' reflections on practice.

PubMed

Prescott, Sarah; Fleming, Jennifer; Doig, Emmah

2017-06-11

The aim of this study was to explore clinicians' experiences of implementing goal setting with community dwelling clients with acquired brain injury, to develop a goal setting practice framework. Grounded theory methodology was employed. Clinicians, representing six disciplines across seven services, were recruited and interviewed until theoretical saturation was achieved. A total of 22 clinicians were interviewed. A theoretical framework was developed to explain how clinicians support clients to actively engage in goal setting in routine practice. The framework incorporates three phases: a needs identification phase, a goal operationalisation phase, and an intervention phase. Contextual factors, including personal and environmental influences, also affect how clinicians and clients engage in this process. Clinicians use additional strategies to support clients with impaired self-awareness. These include structured communication and metacognitive strategies to operationalise goals. For clients with emotional distress, clinicians provide additional time and intervention directed at new identity development. The goal setting practice framework may guide clinician's understanding of how to engage in client-centred goal setting in brain injury rehabilitation. There is a predilection towards a client-centred goal setting approach in the community setting, however, contextual factors can inhibit implementation of this approach. Implications for Rehabilitation The theoretical framework describes processes used to develop achievable client-centred goals with people with brain injury. Building rapport is a core strategy to engage clients with brain injury in goal setting. Clients with self-awareness impairment benefit from additional metacognitive strategies to participate in goal setting. Clients with emotional distress may need additional time for new identity development.

Pain-Contingent Interruption and Resumption of Work Goals: A Within-Day Diary Analysis

PubMed Central

Okun, Morris; Karoly, Paul; Mun, Chung Jung; Kim, Hanjoe

2015-01-01

Daily pain-related attributions for and negative affective reactions to the non-pursuit of work goals and individual differences in chronic pain severity and stress were used to predict work goal resumption in a sample of 131 adults with chronic pain. Variables were assessed via questionnaires and a 21-day diary. On days when participants reported non-pursuit of work goals in the afternoon, increases in pain-related attributions for goal interruption were positively associated with higher negative affective reactions which, in turn, were associated with an increased likelihood of same-day work goal resumption. Stress amplified the relation between pain-related attributions and negative affective reactions, and chronic pain severity was positively related to work goal resumption. PMID:26460172

No better moment to score a goal than just before half time? A soccer myth statistically tested

PubMed Central

Amez, Simon

2018-01-01

We test the soccer myth suggesting that a particularly good moment to score a goal is just before half time. To this end, rich data on 1,179 games played in the UEFA Champions League and UEFA Europa League are analysed. In contrast to the myth, we find that, conditional on the goal difference and other game characteristics at half time, the final goal difference at the advantage of the home team is 0.520 goals lower in case of a goal just before half time by this team. We show that this finding relates to this team’s lower probability of scoring a goal during the second half. PMID:29518165

Using incentives to achieve A/R goals.

PubMed

Kivimaki, John

2007-09-01

Offering incentives to patient accounts staff can motivate them to meet--and even exceed--hospital and department goals. Tying incentives to goals and key performance indicators shows staff why the goals are important to the success of A/R performance.

Multiple goals, motivation and academic learning.

PubMed

Valle, Antonio; Cabanach, Ramón G; Núnez, José C; González-Pienda, Julio; Rodríguez, Susana; Piñeiro, Isabel

2003-03-01

The type of academic goals pursued by students is one of the most important variables in motivational research in educational contexts. Although motivational theory and research have emphasised the somewhat exclusive nature of two types of goal orientation (learning goals versus performance goals), some studies (Meece, 1994; Seifert, 1995, 1996) have shown that the two kinds of goals are relatively complementary and that it is possible for students to have multiple goals simultaneously, which guarantees some flexibility to adapt more efficaciously to various contexts and learning situations. The principal aim of this study is to determine the academic goals pursued by university students and to analyse the differences in several very significant variables related to motivation and academic learning. Participants were 609 university students (74% women and 26% men) who filled in several questionnaires about the variables under study. We used cluster analysis ('quick cluster analysis' method) to establish the different groups or clusters of individuals as a function of the three types of goals (learning goals, performance goals, and social reinforcement goals). By means of MANOVA, we determined whether the groups or clusters identified were significantly different in the variables that are relevant to motivation and academic learning. Lastly, we performed ANOVA on the variables that revealed significant effects in the previous analysis. Using cluster analysis, three groups of students with different motivational orientations were identified: a group with predominance of performance goals (Group PG: n = 230), a group with predominance of multiple goals (Group MG: n = 238), and a group with predominance of learning goals (Group LG: n = 141). Groups MG and LG attributed their success more to ability, they had higher perceived ability, they took task characteristics into account when planning which strategies to use in the learning process, they showed higher persistence, and used more deep learning strategies than did the students with predominance of performance goals (Group PG). On the other hand, Groups MG and PG took the evaluation criteria more into account when deciding which strategies to use in order to learn, and they attributed their failures more to luck than did Group LG. Students from Group MG attributed their success more to effort than did the other two groups and they attained higher achievement than Group PG. Group LG tended to attribute their failures more to lack of effort than did the other two groups.

Goals of clinical ethics support: perceptions of Dutch healthcare institutions.

PubMed

Dauwerse, L; Abma, T A; Molewijk, B; Widdershoven, G

2013-12-01

In previous literature, ethicists mention several goals of Clinical Ethics Support (CES). It is unknown what key persons in healthcare institutions see as main--and sub-goals of CES. This article presents the goals of CES as perceived by board members and members of ethics support staff. This is part of a Dutch national research using a mixed methods design with questionnaires, focus groups and interviews. Quantitative and qualitative data were analyzed and combined in an iterative process. Four main clusters of goals were found: 1) encouraging an ethical climate, 2) fostering an accountable and transparent organization, 3) developing professionalism and a final goal, overarching the previous three, 4) good care. Most important sub-goals of CES were: attention for ethical issues, raising awareness of ethical issues, fostering ethical reflection and supporting employees. The article ends with a discussion on the desirability to further operationalize the general goal of good care, the context-boundedness of our findings and the need to relate goals of CES to the features of organizational cultures to further improve the integration of CES in healthcare institutions.

Maintaining sexual desire in intimate relationships: the importance of approach goals.

PubMed

Impett, Emily At; Strachman, Amy; Finkel, Eli J; Gable, Shelly L

2008-05-01

Three studies tested whether adopting strong (relative to weak) approach goals in relationships (i.e., goals focused on the pursuit of positive experiences in one's relationship such as fun, growth, and development) predict greater sexual desire. Study 1 was a 6-month longitudinal study with biweekly assessments of sexual desire. Studies 2 and 3 were 2-week daily experience studies with daily assessments of sexual desire. Results showed that approach relationship goals buffered against declines in sexual desire over time and predicted elevated sexual desire during daily sexual interactions. Approach sexual goals mediated the association between approach relationship goals and daily sexual desire. Individuals with strong approach goals experienced even greater desire on days with positive relationship events and experienced less of a decrease in desire on days with negative relationships events than individuals who were low in approach goals. In two of the three studies, the association between approach relationship goals and sexual desire was stronger for women than for men. Implications of these findings for maintaining sexual desire in long-term relationships are discussed. (c) 2008 APA, all rights reserved

Goal setting and action planning in the rehabilitation setting: development of a theoretically informed practice framework.

PubMed

Scobbie, Lesley; Dixon, Diane; Wyke, Sally

2011-05-01

Setting and achieving goals is fundamental to rehabilitation practice but has been criticized for being a-theoretical and the key components of replicable goal-setting interventions are not well established. To describe the development of a theory-based goal setting practice framework for use in rehabilitation settings and to detail its component parts. Causal modelling was used to map theories of behaviour change onto the process of setting and achieving rehabilitation goals, and to suggest the mechanisms through which patient outcomes are likely to be affected. A multidisciplinary task group developed the causal model into a practice framework for use in rehabilitation settings through iterative discussion and implementation with six patients. Four components of a goal-setting and action-planning practice framework were identified: (i) goal negotiation, (ii) goal identification, (iii) planning, and (iv) appraisal and feedback. The variables hypothesized to effect change in patient outcomes were self-efficacy and action plan attainment. A theory-based goal setting practice framework for use in rehabilitation settings is described. The framework requires further development and systematic evaluation in a range of rehabilitation settings.

Alcohol myopia and goal commitment

PubMed Central

Sevincer, A. Timur; Oettingen, Gabriele

2014-01-01

According to alcohol myopia theory, acute alcohol consumption leads people to disproportionally focus on the salient rather than the peripheral aspects of a situation. We summarize various studies exploring how myopic processes resulting from acute alcohol intake affect goal commitment. After consuming alcohol student participants felt strongly committed to an important personal goal even though they had low expectations of successfully attaining the goal. However, once intoxicated participants were sober again (i.e., not myopic anymore) they failed to act on their goal commitment. In line with alcohol myopia theory, strong goal commitment as a result of alcohol intake was mediated by intoxicated (vs. sober) participants disproportionally focusing on the desirability rather than the feasibility of their goal. Further supporting alcohol myopia theory, when the low feasibility of attaining a particular goal was experimentally made salient (either explicitly or implicitly by subliminal priming), intoxicated participants felt less committed than those who consumed a placebo. We discuss these effects of acute alcohol intake in the context of research on the effects of chronic alcohol consumption on goal commitment. PMID:24624106

Studying the Motivated Agent Through Time: Personal Goal Development During the Adult Life Span.

PubMed

Dunlop, William L; Bannon, Brittany L; McAdams, Dan P

2017-04-01

This research examined the rank-order and mean-level consistency of personal goals at two periods in the adult life span. Personal goal continuity was considered among a group of young adults (N = 145) who reported their goals three times over a 3-year period and among a group of midlife adults (N = 163) who specified their goals annually over a 4-year period. Goals were coded for a series of motive-based (viz., achievement, affiliation, intimacy, power) and domain-based (viz., finance, generativity, health, travel) categories. In both samples, we noted a moderate degree of rank-order consistency across assessment periods. In addition, the majority of goal categories exhibited a high degree of mean-level consistency. The results of this research suggest that (a) the content of goals exhibits a modest degree of rank-order consistency and a substantial degree of mean-level consistency over time, and (b) considering personality continuity and development as manifest via goals represents a viable strategy for personality psychologists. © 2015 Wiley Periodicals, Inc.

The impact of meeting donor management goals on the number of organs transplanted per donor: results from the United Network for Organ Sharing Region 5 prospective donor management goals study.

PubMed

Malinoski, Darren J; Patel, Madhukar S; Daly, Michael C; Oley-Graybill, Chrystal; Salim, Ali

2012-10-01

Many organ procurement organizations have implemented critical care end points as donor management goals in efforts to increase organs transplanted per donor after neurologic determination of death. Although retrospective studies have demonstrated an association between meeting donor management goals and organ yield, prospective studies are lacking. In June 2008, nine donor management goals were prospectively implemented as a checklist and every donor after neurologic determination of death was managed to meet them. The donor management goals represented normal cardiovascular, pulmonary, renal, and endocrine end points. Data were collected for 7 months. Donor management goals "met" was defined a priori as achieving any seven of the nine donor management goals, and this was recorded at the time of consent, 12-18 hrs later, and prior to organ recovery. The primary outcome measure was ≥4 organs transplanted per donor, and binary logistic regression was used to identify independent predictors of this outcome with a p<.05. All eight organ procurement organizations in the five Southwestern United States (United Network for Organ Sharing Region 5). All standard criteria donors after neurologic determination of deaths. Prospective implementation of a donor management goal checklist. There were 380 standard criteria donors with 3.6±1.7 organs transplanted per donor. Fifteen percent had donor management goals met at the time of consent, 33% at 12-18 hrs, and 38% prior to organ recovery. Forty-eight percent had ≥4 organs transplanted per donor. Donors with ≥4 organs transplanted per donor had significantly more individual donor management goals met at all three time points. Independent predictors of ≥4 organs transplanted per donor were age (odds ratio=0.95 per year), final creatinine (odds ratio=0.75 per 1-unit increase), donor management goals "met" at consent (odds ratio=2.03), donor management goals "met" prior to organ recovery (odds ratio=2.34), and a change in the number of donor management goals achieved from consent to 12-18 hrs later (odds ratio=1.13 per additional donor management goal). Meeting donor management goals prior to consent and prior to organ recovery were both associated with achieving ≥4 organs transplanted per donor. However, only 15% of donors have donor management goals met at the time of consent. The donor hospital management of patients with catastrophic brain injuries, before the intent to donate organs is known, affects outcomes and should remain a priority in the intensive care unit.

Goal-Driven Autonomy and Robust Architecture for Long-Duration Missions (Year 1: 1 July 2013 - 31 July 2014)

DTIC Science & Technology

2014-09-30

Mental Domain = Ω Goal Management goal change goal input World =Ψ Memory Mission & Goals( ) World Model (-Ψ) Episodic Memory Semantic Memory ...Activations Trace Meta-Level Control Introspective Monitoring Memory Reasoning Trace ( ) Strategies Episodic Memory Metaknowledge Self Model...it is from incorrect or missing memory associations (i.e., indices). Similarly, correct information may exist in the input stream, but may not be

Which Feedback Is More Effective for Pursuing Multiple Goals of Differing Importance? The Interaction Effects of Goal Importance and Performance Feedback Type on Self-Regulation and Task Achievement

ERIC Educational Resources Information Center

Lee, Hyunjoo

2016-01-01

This study examined how performance feedback type (progress vs. distance) affects Korean college students' self-regulation and task achievement according to relative goal importance in the pursuit of multiple goals. For this study, 146 students participated in a computerised task. The results showed the interaction effects of goal importance and…

Using Business Theory to Motivate Undergraduate Students in Goal Attainment: An Empirical Assessment and Model for High Level Motivation and Goal Attainment

ERIC Educational Resources Information Center

Anderson, Paul; Griego, Orlando V.; Stevens, Roxanne Helm

2010-01-01

Students at a private university in southern California took part in a study focusing on high level motivation and goal commitment. Using path analysis, this study mapped out two-paths. The first path to motivation and, therefore, goal commitment was through self-efficacy. The second path to goal commitment required a more supportive course.…

Development and construct validation of the Client-Centredness of Goal Setting (C-COGS) scale.

PubMed

Doig, Emmah; Prescott, Sarah; Fleming, Jennifer; Cornwell, Petrea; Kuipers, Pim

2015-07-01

Client-centred philosophy is integral to occupational therapy practice and client-centred goal planning is considered fundamental to rehabilitation. Evaluation of whether goal-planning practices are client-centred requires an understanding of the client's perspective about goal-planning processes and practices. The Client-Centredness of Goal Setting (C-COGS) was developed for use by practitioners who seek to be more client-centred and who require a scale to guide and evaluate individually orientated practice, especially with adults with cognitive impairment related to acquired brain injury. To describe development of the C-COGS scale and examine its construct validity. The C-COGS was administered to 42 participants with acquired brain injury after multidisciplinary goal planning. C-COGS scores were correlated with the Canadian Occupational Performance Measure (COPM) importance scores, and measures of therapeutic alliance, motivation, and global functioning to establish construct validity. The C-COGS scale has three subscales evaluating goal alignment, goal planning participation, and client-centredness of goals. The C-COGS subscale items demonstrated moderately significant correlations with scales measuring similar constructs. Findings provide preliminary evidence to support the construct validity of the C-COGS scale, which is intended to be used to evaluate and reflect on client-centred goal planning in clinical practice, and to highlight factors contributing to best practice rehabilitation.

Anticipated emotions and effort allocation in weight goal striving.

PubMed

Nelissen, Rob M A; de Vet, Emely; Zeelenberg, Marcel

2011-02-01

This study aimed to investigate the influence of anticipated emotions on preventive health behaviour if specified at the level of behavioural outcomes. Consistent with predictions from a recently developed model of goal pursuit, we hypothesized that the impact of emotions on effort levels depended on the perceived proximity to the goal. Participants with weight-loss intentions were randomly selected from an Internet panel and completed questionnaires at three points in time, baseline (T1; N= 725), 2 weeks later at T2 (N= 582) and again 2 months later at T3 (N= 528). Questionnaires assessed anticipated emotions (at T1) and experienced emotions (at T2) towards goal attainment and non-attainment. Goal proximity, goal desirability, and effort levels in striving for weight loss were assessed at both T1 and T2. Current and target weights were reported at all three assessments. In line with predictions, we found that negative anticipated emotions towards goal non-attainment resulted in increased effort but only if people perceived themselves in close proximity to their goal. Effort, in turn, predicted weight loss and goal achievement. The current data bear important practical implications as they identify anticipated emotions as targets of behaviour change interventions aimed to stimulate effort in striving for broad, health-related goals like weight loss. ©2010 The British Psychological Society.

Achievement goals, competition appraisals, and the well- and ill-being of elite youth soccer players over two competitive seasons.

PubMed

Adie, James W; Duda, Joan L; Ntoumanis, Nikos

2010-08-01

Grounded in the 2 x 2 achievement goal framework (Elliot & McGregor, 2001), the purpose of this study was to investigate the temporal relationships between achievement goals, competition appraisals and indices of psychological and emotional welfare among elite adolescent soccer players. A subsidiary aim was to ascertain the mediational role of competition appraisals in explaining the potential achievement goal and well-/ill-being relationships. Ninety-one boys (mean age = 13.82 years) involved in an elite soccer program completed multisection questionnaires capturing the targeted variables. Measures were obtained on five occasions across two competitive seasons. Multilevel regression analyses revealed that MAp goals positively, and MAv goals negatively, predicted within-person changes in well-being over two seasons. PAp goal adoption was positively associated to within-person changes in negative affect. PAv goals corresponded negatively to between-person mean differences in positive affect. The results of the indirect effects showed challenge appraisals accounted for within-person associations between a MAp goal focus and well- and ill-being over time. The present findings provide only partial support for the utility of the 2 x 2 achievement goal framework in predicting young athletes' psychological and emotional functioning in an elite youth sport setting.

Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goals.

PubMed

Leondari, Angeliki; Gonida, Eleftheria

2007-09-01

Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

The association between the nature of the goal committed to and quitting smoking.

PubMed

Borland, Ron; Li, Lin; Balmford, James

2017-12-01

Commitments to goals are theorized to affect behavior change outcomes, but competing theories argue for hard to achieve goals and strategic sub-goals as optimum strategies for success. This study aimed to explore whether the nature of the goal affects smoking cessation outcomes. A total of 1043 participants in a randomized controlled trial of variations to an automated computer generated cessation advice program, who had made a quit attempt were asked at 1 month post quit about the initial goal they had set at the time of making the attempt. They were also followed up at 6 months post quit. Compared with those reporting 'seeing how it will go', those who reported the goal of 'taking it a cigarette at a time' were less likely to be quit at 1 month, while those with the most ambitious goal, to 'never smoke again', were more likely to be quit, and were more likely to maintain abstinence for 6 months. Indeed, 'taking it a cigarette at a time' was associated with greater short-term relapse. There is likely to be a benefit in encouraging smokers to set ambitious long-term goals rather than setting intermediate or non-specific goals. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

When Preferences Are in the Way: Children's Predictions of Goal-Directed Behaviors.

PubMed

Yang, Fan; Frye, Douglas

2017-12-18

Across three studies, we examined 4- to 7-year-olds' predictions of goal-directed behaviors when goals conflict with preferences. In Study 1, when presented with stories in which a character had to act against basic preferences to achieve an interpersonal goal (e.g., playing with a partner), 6- and 7-year-olds were more likely than 4- and 5-year-olds to predict the actor would act in accordance with the goal to play with the partner, instead of fulfilling the basic preference of playing a favored activity. Similar results were obtained in Study 2 with scenarios that each involved a single individual pursuing intrapersonal goals that conflicted with his or her basic preferences. In Study 3, younger children's predictions of goal-directed behaviors did not increase for novel goals and preferences, when the influences of their own preferences, future thinking, or a lack of impulse control were minimized. The results suggest that between ages 4 and 7, children increasingly integrate and give more weight to other sources of motivational information (e.g., goals) in addition to preferences when predicting people's behaviors. This increasing awareness may have implications for children's self-regulatory and goal pursuit behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The effectiveness of multi-component goal setting interventions for changing physical activity behaviour: a systematic review and meta-analysis.

PubMed

McEwan, Desmond; Harden, Samantha M; Zumbo, Bruno D; Sylvester, Benjamin D; Kaulius, Megan; Ruissen, Geralyn R; Dowd, A Justine; Beauchamp, Mark R

2016-01-01

Drawing from goal setting theory (Latham & Locke, 1991; Locke & Latham, 2002; Locke et al., 1981), the purpose of this study was to conduct a systematic review and meta-analysis of multi-component goal setting interventions for changing physical activity (PA) behaviour. A literature search returned 41,038 potential articles. Included studies consisted of controlled experimental trials wherein participants in the intervention conditions set PA goals and their PA behaviour was compared to participants in a control group who did not set goals. A meta-analysis was ultimately carried out across 45 articles (comprising 52 interventions, 126 effect sizes, n = 5912) that met eligibility criteria using a random-effects model. Overall, a medium, positive effect (Cohen's d(SE) = .552(.06), 95% CI = .43-.67, Z = 9.03, p < .001) of goal setting interventions in relation to PA behaviour was found. Moderator analyses across 20 variables revealed several noteworthy results with regard to features of the study, sample characteristics, PA goal content, and additional goal-related behaviour change techniques. In conclusion, multi-component goal setting interventions represent an effective method of fostering PA across a diverse range of populations and settings. Implications for effective goal setting interventions are discussed.

Goal setting practice in chronic low back pain. What is current practice and is it affected by beliefs and attitudes?

PubMed

Gardner, Tania; Refshauge, Kathryn; McAuley, James; Hübscher, Markus; Goodall, Stephen; Smith, Lorraine

2018-01-18

Goal setting, led by the patient, is promising as an effective treatment for the management of chronic low back pain (CLBP); however, little is known about current practice. The aims of the study were to explore (1) current goal setting practice in CLBP among physiotherapists; (2) perceived barriers to goal setting in CLBP; and (3) relationship between clinician's attitudes and beliefs and goal setting practice. A cross-sectional observational survey. The majority of respondents used goal setting with the main aim of facilitating self-management. The greatest number of goals were set with 50% therapist/50% patient involvement. The most common perceived barriers to goal setting related to time constraints and lack of skill and confidence. A higher biomedical score for treatment orientation of the therapist was associated with a lower patient involvement score. Goal setting is common practice for CLBP and is perceived as a high priority. It is more often a collaboration between therapist and patient rather than patient-led with treatment orientation of the physiotherapist a predictor of patient involvement. Education of healthcare professionals needs to include better understanding of chronic pain to orient them away from a biomedical treatment approach, as well as to enhance skills in facilitating patient involvement in goal setting.

The audience eats more if a movie character keeps eating: An unconscious mechanism for media influence on eating behaviors.

PubMed

Zhou, Shuo; Shapiro, Michael A; Wansink, Brian

2017-01-01

Media's presentation of eating is an important source of influence on viewers' eating goals and behaviors. Drawing on recent research indicating that whether a story character continues to pursue a goal or completes a goal can unconsciously influence an audience member's goals, a scene from a popular movie comedy was manipulated to end with a character continuing to eat (goal ongoing) or completed eating (goal completed). Participants (N = 147) were randomly assigned to a goal status condition. As a reward, after viewing the movie clip viewers were offered two types of snacks: ChexMix and M&M's, in various size portions. Viewers ate more food after watching the characters continue to eat compared to watching the characters complete eating, but only among those manipulated to identify with a character. Viewers were more likely to choose savory food after viewing the ongoing eating scenes, but sweet dessert-like food after viewing the completed eating scenes. The results extend the notion of media influence on unconscious goal contagion and satiation to movie eating, and raise the possibility that completing a goal can activate a logically subsequent goal. Implications for understanding media influence on eating and other health behaviors are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Impact of age-relevant goals on future thinking in younger and older adults.

PubMed

Lapp, Leann K; Spaniol, Julia

2017-10-01

This study investigated how personal goals influence age differences in episodic future thinking. Research suggests that personal goals change with age and like autobiographical memory, future thinking is thought to be organised and impacted by personal goals. It was hypothesised that cueing older adults with age-relevant goals should modulate age differences in episodic details and may also influence phenomenological characteristics of imagined scenarios. Healthy younger and older adults completed the Future Thinking Interview [Addis, D. R., Wong, A. T., & Schacter, D. L. (2008). Age-related changes in the episodic simulation of future events. Psychological Science, 19(1), 33-41. doi: 10.1111/j.1467-9280.2008.02043.x ] adapted to activate age-appropriate goals. Narratives were scored with an established protocol to obtain objective measures of episodic and semantic details. Subjective features such as emotionality and personal significance showed age differences as a function of goal domain while other features (e.g., vividness) were unaffected. However, consistent with prior reports, older adults produced fewer episodic details than younger adults and this was not modulated by goal domain. The results do not indicate that goal activation affects level of episodic detail. With respect to phenomenological aspects of future thinking, however, younger adults show more sensitivity to goal activation, compared with older adults.

Motivational climate, goal orientation, perceived sport ability, and enjoyment within Finnish junior ice hockey players.

PubMed

Jaakkola, T; Ntoumanis, N; Liukkonen, J

2016-01-01

The aim of this study was to investigate the relations among situational motivational climate, dispositional approach and avoidance achievement goals, perceived sport ability, and enjoyment in Finnish male junior ice hockey players. The sample comprised 265 junior B-level male players with a mean age of 17.03 years (SD = 0.63). Players filled questionnaires tapping their perceptions of coach motivational climate, achievement goals, perceived sport ability, and enjoyment. For the statistical analysis, players were divided into high and low perceived sport ability groups. Multigroup structural equation modeling (SEM) revealed an indirect path from task-involving motivational climate via task-approach goal to enjoyment. Additionally, SEM demonstrated four other direct associations, which existed in both perceived ability groups: from ego-involving motivational climate to ego-approach and ego-avoidance goals; from ego-approach goal to ego-avoidance goal; and from task-avoidance goal to ego-avoidance goal. Additionally, in the high perceived sport ability group, there was an association from task-involving motivational climate to enjoyment. The results of this study reveal that motivational climate emphasizing effort, personal development and improvement, and achievement goal mastering tasks are significant elements of enjoyment in junior ice hockey. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Achievement goals in adult learners: evidence from distance education.

PubMed

Remedios, Richard; Richardson, John T E

2013-12-01

There is evidence that learners may adopt different kinds of achievement goals: mastery approach, mastery avoidance, performance approach, and performance avoidance. In higher education, this evidence has mainly come from young people who have recently gone straight from secondary education to higher education. However, higher education is increasingly populated by older students, and it has been theorised that the relationship between goals and achievement might be very different for adult learners. The aim of the present study was to examine whether the relationships between achievement, drop-out rate, and goal orientation observed for non-adult populations are mirrored in adult learners. The Achievement Goal Questionnaire (AGQ) was administered to adult learners taking courses by distance learning. Respondents were 195 men and 586 women between the ages of 19 and 87. The results confirmed the reliability of the 2 × 2 version of the AGQ for this distinctive population. As in previous studies of younger students, mastery-approach goals were unrelated to attainment, performance-approach goals tended to facilitate attainment, and performance-avoidance goals tended to impair attainment. In addition, mastery-avoidance goals tended to impair students' attainment and also increased the likelihood that they would drop out of their course altogether. The achievement-goal framework is as appropriate for understanding influences on attainment in adult learners as it is in younger students. Adult learners may be more sensitive to the deleterious effects of adopting mastery-avoidance achievement goals. © 2012 The British Psychological Society.

Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

PubMed Central

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals. PMID:29085321

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

PubMed

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.

Student Goals: Psychological Perspectives

ERIC Educational Resources Information Center

Muirhead, Brent; Little, Jennifer

2008-01-01

The paper will discuss research insights into student academic goals. Cognitive psychologists have found that effective goal setting procedures involves establishing specific and challenging learning objectives. Students who set difficult goals must be persistent while facing the risk of potential failure that could diminish their intrinsic…

Goal Translation: How To Create a Results-Focused Organizational Culture.

ERIC Educational Resources Information Center

Mourier, Pierre

2000-01-01

Presents a model for changing human and organizational behavior. Highlights include behavioral dynamics; expectations; alignment; organizational structure; organizational culture; individual skills and training; leadership; management systems; developing corporate-level goals; communicating goals to the organization; and developing employee goals.…

Achievement motivation and memory: achievement goals differentially influence immediate and delayed remember-know recognition memory.

PubMed

Murayama, Kou; Elliot, Andrew J

2011-10-01

Little research has been conducted on achievement motivation and memory and, more specifically, on achievement goals and memory. In the present research, the authors conducted two experiments designed to examine the influence of mastery-approach and performance-approach goals on immediate and delayed remember-know recognition memory. The experiments revealed differential effects for achievement goals over time: Performance-approach goals showed higher correct remember responding on an immediate recognition test, whereas mastery-approach goals showed higher correct remember responding on a delayed recognition test. Achievement goals had no influence on overall recognition memory and no consistent influence on know responding across experiments. These findings indicate that it is important to consider quality, not just quantity, in both motivation and memory, when studying relations between these constructs.

Motivational Implications of Pain: Chronicity, Psychological Distress, and Work Goal Construal in a National Sample of Adults

PubMed Central

Karoly, Paul; Ruehlman, Linda S.

2005-01-01

A heterogeneous national sample of adults (mean age = 40 years) employed in management positions was contacted by random digit dialing procedures and interviewed about current pain experience, work-goal cognitions, and psychological status (depression and anxiety). In accord with predictions, persistent pain experience was differentially related to the construal of work-related goals. Specifically, individuals with both persistent and episodic pain (relative to those with no pain) reported lower levels of goal-centered value, self-efficacy, and positive arousal and heightened perceptions of goal-based self-criticism, negative arousal, and conflict between work and nonwork goals. Furthermore, regression analyses revealed that goal cognition accounted for unique variance in depression and anxiety over and above the contribution of pain chronicity. PMID:8891717

Limits to ground control in autonomous spacecraft

NASA Technical Reports Server (NTRS)

Wan, Alfred D. M.; Braspenning, Peter J.; Vreeswijk, Gerrard A. W.

1995-01-01

In this paper the autonomy concept used by ESA and NASA is critically evaluated. Moreover, a more proper ground control/spacecraft organizational structure is proposed on the basis of a new, more elaborated concept of autonomy. In an extended theoretical discussion its definitional properties and functionalities are established. The rather basic property of adaptivity leads to the categorization of behaviour into the modes of satisfaction and avoidance behaviour. However, the autonomy property with the most profound consequences is goal-robustness. The mechanism that implements goal-robustness tests newly generated goals and externally received goals on consistency with high-level goals. If goals appear not to be good instantiations or more acceptable replacements of existing goals, they are rejected. This means that ground control has to cooperate with the spacecraft instead of (intermittently) commanding it.

SMS text messaging as a means of increasing recall of therapy goals in brain injury rehabilitation: a single-blind within-subjects trial.

PubMed

Culley, Campbell; Evans, Jonathan J

2010-01-01

A single-blind within-subjects trial was used to test the efficacy of sending SMS text messages to patients with a traumatic brain injury as a means of improving their recall of rehabilitation goals. Eleven participants were recruited from two community-based rehabilitation centres and were sent text messages relating to three randomly selected goals from a selection of six current goals three times per day for 14 days. Participants' recall of their rehabilitation goals was assessed at baseline, seven days, and 14 days via free recall and cued recall procedures. Results showed that goals in the "text" condition were recalled better than goals in the "no text" condition. Practical applications and extensions are discussed.

The effect of automated text messaging and goal setting on pedometer adherence and physical activity in patients with diabetes: A randomized controlled trial.

PubMed

Polgreen, Linnea A; Anthony, Christopher; Carr, Lucas; Simmering, Jacob E; Evans, Nicholas J; Foster, Eric D; Segre, Alberto M; Cremer, James F; Polgreen, Philip M

2018-01-01

Activity-monitoring devices may increase activity, but their effectiveness in sedentary, diseased, and less-motivated populations is unknown. Subjects with diabetes or pre-diabetes were given a Fitbit and randomized into three groups: Fitbit only, Fitbit with reminders, and Fitbit with both reminders and goal setting. Subjects in the reminders group were sent text-message reminders to wear their Fitbit. The goal-setting group was sent a daily text message asking for a step goal. All subjects had three in-person visits (baseline, 3 and 6 months). We modelled daily steps and goal setting using linear mixed-effects models. 138 subjects participated with 48 in the Fitbit-only, 44 in the reminders, and 46 in the goal-setting groups. Daily steps decreased for all groups during the study. Average daily steps were 7123, 6906, and 6854 for the Fitbit-only, the goal-setting, and the reminders groups, respectively. The reminders group was 17.2 percentage points more likely to wear their Fitbit than the Fitbit-only group. Setting a goal was associated with a significant increase of 791 daily steps, but setting more goals did not lead to step increases. In a population of patients with diabetes or pre-diabetes, individualized reminders to wear their Fitbit and elicit personal step goals did not lead to increases in daily steps, although daily steps were higher on days when goals were set. Our intervention improved engagement and data collection, important goals for activity surveillance. This study demonstrates that new, more-effective interventions for increasing activity in patients with pre-diabetes and diabetes are needed.

The goal of making friends for youth with disabilities: creating a goal menu.

PubMed

Gerhardt, S; McCallum, A; McDougall, C; Keenan, S; Rigby, P

2015-11-01

Clinicians working with youth with disabilities have acknowledged making friends as a commonly identified client goal. Clinicians find this goal difficult to address, as there are no measures that provide a breakdown of making friends into functional steps. In addition, research on friendship has traditionally focused on characteristics and quality of friendships rather than the friend-making process as a whole. A goal menu, comprised of a variety of steps that address the goal of making friends, would provide guidance to clinicians challenged with this goal in practice. To develop an understanding of the friend-making process as a first step towards the development of a goal menu for the goal of making friends. A literature review, youth focus group and expert clinician semi-structured interviews and consultation were used to generate a comprehensive data set. Established qualitative methods were used to sort and group the data into categories. A thematic analysis of the categories was performed. Analysis revealed four themes integral to the friend-making process: person factors influencing friend-making, making friend-making a priority, opportunity for friend-making and motivation to make friends. An additional theme identified as occasionally involved in the process was a little bit of luck in making friends. The themes generated by this research indicate that actionable target areas exist for the somewhat abstract notion of friend-making and the authors recommend that clinicians explore beyond person factors when addressing the goal of making friends. As a next step, the identified themes will provide the foundation for a goal menu, ultimately enabling clinicians to address the goal of making friends in a more efficient and effective manner. © 2015 John Wiley & Sons Ltd.

Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation.

PubMed

Lau, Shun; Liem, Arief Darmanegara; Nie, Youyan

2008-12-01

The expectancy-value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved. The aims of this research were to: (a) investigate the role of task- and self-related beliefs (task value and self-efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning. The sample comprised 1,476 Grade-9 students from 39 schools in Singapore. Students' self-efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self-reported questionnaire administered on-line. Structural equation modelling was performed to test the hypothesized model linking these variables. Task value was predictive of task-related achievement goals whereas self-efficacy was predictive of task-approach, performance-approach, and performance-avoidance goals. Achievement goals were found to fully mediate the relations between task value and self-efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task- and self-related pathways are two possible routes through which students could be motivated to learn and (b) like task-approach goals, performance-approach goals could lead to adaptive processes and outcomes.

Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals.

PubMed

Li, Su-Ting T; Paterniti, Debora A; Tancredi, Daniel J; Burke, Ann E; Trimm, R Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D

2015-01-01

To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

The effect of automated text messaging and goal setting on pedometer adherence and physical activity in patients with diabetes: A randomized controlled trial

PubMed Central

Anthony, Christopher; Carr, Lucas; Simmering, Jacob E.; Evans, Nicholas J.; Foster, Eric D.; Segre, Alberto M.; Cremer, James F.; Polgreen, Philip M.

2018-01-01

Introduction Activity-monitoring devices may increase activity, but their effectiveness in sedentary, diseased, and less-motivated populations is unknown. Methods Subjects with diabetes or pre-diabetes were given a Fitbit and randomized into three groups: Fitbit only, Fitbit with reminders, and Fitbit with both reminders and goal setting. Subjects in the reminders group were sent text-message reminders to wear their Fitbit. The goal-setting group was sent a daily text message asking for a step goal. All subjects had three in-person visits (baseline, 3 and 6 months). We modelled daily steps and goal setting using linear mixed-effects models. Results 138 subjects participated with 48 in the Fitbit-only, 44 in the reminders, and 46 in the goal-setting groups. Daily steps decreased for all groups during the study. Average daily steps were 7123, 6906, and 6854 for the Fitbit-only, the goal-setting, and the reminders groups, respectively. The reminders group was 17.2 percentage points more likely to wear their Fitbit than the Fitbit-only group. Setting a goal was associated with a significant increase of 791 daily steps, but setting more goals did not lead to step increases. Conclusion In a population of patients with diabetes or pre-diabetes, individualized reminders to wear their Fitbit and elicit personal step goals did not lead to increases in daily steps, although daily steps were higher on days when goals were set. Our intervention improved engagement and data collection, important goals for activity surveillance. This study demonstrates that new, more-effective interventions for increasing activity in patients with pre-diabetes and diabetes are needed. PMID:29718931

Evaluating rehabilitation goals of visually impaired children in multidisciplinary care according to ICF-CY guidelines.

PubMed

Rainey, Linda; van Nispen, Ruth; van Rens, Ger

2014-11-01

To gain qualitative insight into the rehabilitation goals of visually impaired children and how these goals relate to the structure of the International Classification of Functioning, Disability and Health (ICF) and patient characteristics. A patient record study was conducted, analysing rehabilitation goals and characteristics of children with a suspected visual impairment in the Netherlands (<18 years) who applied for multidisciplinary services in 2012 (N = 289). Chi-square analyses for trend in rehabilitation content across age bands and additional analyses were performed. The three most common diagnoses were nystagmus (21.2%), cerebral visual impairment (16.2%) and albinism (6.1%). Rehabilitation goals for children aged <7 years were mostly aimed at 'physical (visual) functioning' (36.7%) and 'environmental factors' (36.7%). For children ≥7 years, significantly more goals were identified on activity and participation (A&P) domains (52.2%). Three A and P domains presented a significant linear trend on the number of rehabilitation goals across age bands: (1) 'Learning and applying knowledge' (13.042, p < 0.001), (4) 'Mobility' (31.340, p < 0.001) and (8) 'Major life areas' (5.925, p = 0.015). Regression analysis showed that both age and visual acuity significantly contributed to the number of A and P goals. Although analyses were based on a selection of patient records, the number and nature of rehabilitation goals differ significantly with age. Many A and P goals seem underrepresented at the intake procedure, for example: communication, peer interaction and participating in leisure activities. A systematic, standardized procedure is required to catalogue all existing goals and to be able to evaluate progress and potential new or other important goals. © 2013 Acta Ophthalmologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

A goal management intervention for polyarthritis patients: rationale and design of a randomized controlled trial.

PubMed

Arends, Roos Y; Bode, Christina; Taal, Erik; Van de Laar, Mart A F J

2013-08-13

A health promotion intervention was developed for inflammatory arthritis patients, based on goal management. Elevated levels of depression and anxiety symptoms, which indicate maladjustment, are found in such patients. Other indicators of adaptation to chronic disease are positive affect, purpose in life and social participation. The new intervention focuses on to improving adaptation by increasing psychological and social well-being and decreasing symptoms of affective disorders. Content includes how patients can cope with activities and life goals that are threatened or have become impossible to attain due to arthritis. The four goal management strategies used are: goal maintenance, goal adjustment, goal disengagement and reengagement. Ability to use various goal management strategies, coping versatility and self-efficacy are hypothesized to mediate the intervention's effect on primary and secondary outcomes. The primary outcome is depressive symptoms. Secondary outcomes are anxiety symptoms, positive affect, purpose in life, social participation, pain, fatigue and physical functioning. A cost-effectiveness analysis and stakeholders' analysis are planned. The protocol-based psycho-educational program consists of six group-based meetings and homework assignments, led by a trained nurse. Participants are introduced to goal management strategies and learn to use these strategies to cope with threatened personal goals. Four general hospitals participate in a randomized controlled trial with one intervention group and a waiting list control condition. The purpose of this study is to evaluate the effectiveness of a goal management intervention. The study has a holistic focus as both the absence of psychological distress and presence of well-being are assessed. In the intervention, applicable goal management competencies are learned that assist people in their choice of behaviors to sustain and enhance their quality of life. Nederlands Trial Register = NTR3606, registration date 11-09-2012.

Urban Latino children's physical activity levels and performance in interactive dance video games: effects of goal difficulty and goal specificity.

PubMed

Gao, Zan; Podlog, Leslie

2012-10-01

To examine the effects of different levels of goal specificity and difficulty on Latino children's performance and physical activity (PA) levels in an after-school program incorporating an interactive dance program (Dance Dance Revolution [DDR]; Konami Corporation). Comparison study. Rose Park Elementary School, Salt Lake City, Utah. Ninety-eight Latino children in the first through sixth grades, aged 7 to 13 years. After the pretest, the participants were randomly assigned into 1 of the following 3 goal-setting conditions: (1) easy, (2) difficult, and (3) best effort (hereinafter referred to as do-your-best goal). Participants' PA levels were measured using piezoelectric pedometers, and steps per minute were used as the outcome variable. Participants' total points for their dance on television screens were retrieved as their performance scores. These outcome variables were assessed again 8 weeks later (posttest score). The multivariate analysis of covariance yielded a significant main effect for the goal-setting condition. Follow-up tests revealed that children who set specific (easy or difficult) goals had significantly greater increased PA levels (mean scores, 10.34 for easy and 22.45 for difficult) and DDR performance (0.011 for easy and 0.67 for difficult) than those in the do-your-best group (0.83 for PA and 0.17 for performance). In addition, children's increased PA levels in the difficult-goal group were significantly higher than those in the easy-goal group. The easy- and difficult-goal groups show a significant improvement on DDR performance. The difficult- goal group also displays the highest improvement on PA levels. Strategies to enhance children's DDR performance and PA levels are discussed in relation to the extant goal-setting literature.

Ground Operations Aerospace Language (GOAL). Volume 2: Compiler

NASA Technical Reports Server (NTRS)

1973-01-01

The principal elements and functions of the Ground Operations Aerospace Language (GOAL) compiler are presented. The technique used to transcribe the syntax diagrams into machine processable format for use by the parsing routines is described. An explanation of the parsing technique used to process GOAL source statements is included. The compiler diagnostics and the output reports generated during a GOAL compilation are explained. A description of the GOAL program package is provided.

The Effects of Teacher-Set and Student-Set Accelerated Reader Goal Setting on Reading Comprehension and Student Attitudes towards Reading in Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Tucker, Tiffany G.

2016-01-01

The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM…

Disentangling self-management goal setting and action planning: A scoping review

PubMed Central

Daniëls, Ramon; van Bokhoven, Marloes Amantia; van der Weijden, Trudy; Beurskens, Anna

2017-01-01

Introduction The ongoing rise in the numbers of chronically ill people necessitates efforts for effective self-management. Goal setting and action planning are frequently used, as they are thought to support patients in changing their behavior. However, it remains unclear how goal setting and action planning in the context of self-management are defined in the scientific literature. This study aimed to achieve a better understanding of the various definitions used. Methods A scoping review was conducted, searching PubMed, Cinahl, PsychINFO and Cochrane. Inclusion and exclusion criteria were formulated to ensure the focus on goal setting/action planning and self-management. The literature was updated to December 2015; data selection and charting was done by two reviewers. A qualitative content analysis approach was used. Results Out of 9115 retrieved articles, 58 met the inclusion criteria. We created an overview of goal setting phases that were applied (preparation, formulation of goals, formulation of action plan, coping planning and follow-up). Although the phases we found are in accordance with commonly known frameworks for goal setting, it was striking that the majority of studies (n = 39, 67%) did not include all phases. We also prepared an overview of components and strategies for each goal setting phase. Interestingly, few strategies were found for the communication between patients and professionals about goals/action plans. Most studies (n = 35, 60%) focused goal setting on one single disease and on a predefined lifestyle behavior; nearly half of the articles (n = 27, 47%) reported a theoretical framework. Discussion The results might provide practical support for developers of interventions. Moreover, our results might encourage professionals to become more aware of the phases of the goal setting process and of strategies emphasizing on patient reflection. However, more research might be useful to examine strategies to facilitate communication about goals/action plans. It might also be worthwhile to develop and evaluate goal setting/action planning strategies for people with different and multiple chronic conditions. PMID:29176800

"An integrative formal model of motivation and decision making: The MGPM*": Correction to Ballard et al. (2016).

PubMed

2017-02-01

Reports an error in "An integrative formal model of motivation and decision making: The MGPM*" by Timothy Ballard, Gillian Yeo, Shayne Loft, Jeffrey B. Vancouver and Andrew Neal ( Journal of Applied Psychology , 2016[Sep], Vol 101[9], 1240-1265). Equation A3 contained an error. This correct equation is provided in the erratum. (The following abstract of the original article appeared in record 2016-28692-001.) We develop and test an integrative formal model of motivation and decision making. The model, referred to as the extended multiple-goal pursuit model (MGPM*), is an integration of the multiple-goal pursuit model (Vancouver, Weinhardt, & Schmidt, 2010) and decision field theory (Busemeyer & Townsend, 1993). Simulations of the model generated predictions regarding the effects of goal type (approach vs. avoidance), risk, and time sensitivity on prioritization. We tested these predictions in an experiment in which participants pursued different combinations of approach and avoidance goals under different levels of risk. The empirical results were consistent with the predictions of the MGPM*. Specifically, participants pursuing 1 approach and 1 avoidance goal shifted priority from the approach to the avoidance goal over time. Among participants pursuing 2 approach goals, those with low time sensitivity prioritized the goal with the larger discrepancy, whereas those with high time sensitivity prioritized the goal with the smaller discrepancy. Participants pursuing 2 avoidance goals generally prioritized the goal with the smaller discrepancy. Finally, all of these effects became weaker as the level of risk increased. We used quantitative model comparison to show that the MGPM* explained the data better than the original multiple-goal pursuit model, and that the major extensions from the original model were justified. The MGPM* represents a step forward in the development of a general theory of decision making during multiple-goal pursuit. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

U.S. Geological Survey science strategy for highly pathogenic avian influenza in wildlife and the environment (2016–2020)

USGS Publications Warehouse

Harris, M. Camille; Pearce, John M.; Prosser, Diann J.; White, C. LeAnn; Miles, A. Keith; Sleeman, Jonathan M.; Brand, Christopher J.; Cronin, James P.; De La Cruz, Susan; Densmore, Christine L.; Doyle, Thomas W.; Dusek, Robert J.; Fleskes, Joseph P.; Flint, Paul L.; Guala, Gerald F.; Hall, Jeffrey S.; Hubbard, Laura E.; Hunt, Randall J.; Ip, Hon S.; Katz, Rachel A.; Laurent, Kevin W.; Miller, Mark P.; Munn, Mark D.; Ramey, Andy M.; Richards, Kevin D.; Russell, Robin E.; Stokdyk, Joel P.; Takekawa, John Y.; Walsh, Daniel P.

2016-08-18

IntroductionThrough the Science Strategy for Highly Pathogenic Avian Influenza (HPAI) in Wildlife and the Environment, the USGS will assess avian influenza (AI) dynamics in an ecological context to inform decisions made by resource managers and policymakers from the local to national level. Through collection of unbiased scientific information on the ecology of AI viruses and wildlife hosts in a changing world, the U.S. Geological Survey (USGS) will enhance the development of AI forecasting tools and ensure this information is integrated with a quality decision process for managing HPAI.The overall goal of this USGS Science Strategy for HPAI in Wildlife and the Environment goes beyond document­ing the occurrence and distribution of AI viruses in wild birds. The USGS aims to understand the epidemiological processes and environmental factors that influence HPAI distribution and describe the mechanisms of transmission between wild birds and poultry. USGS scientists developed a conceptual model describing the process linking HPAI dispersal in wild waterfowl to the outbreaks in poul­try. This strategy focuses on five long-term science goals, which include:Science Goal 1—Augment the National HPAI Surveillance Plan;Science Goal 2—Determine mechanisms of HPAI disease spread in wildlife and the environment;Science Goal 3—Characterize HPAI viruses circulating in wildlife;Science Goal 4—Understand implications of avian ecol­ogy on HPAI spread; andScience Goal 5—Develop HPAI forecasting and decision-making tools.These goals will help define and describe the processes outlined in the conceptual model with the ultimate goal of facilitating biosecurity and minimizing transfer of diseases across the wildlife-poultry interface. The first four science goals are focused on scientific discovery and the fifth goal is application-based. Decision analyses in the fifth goal will guide prioritization of proposed actions in the first four goals.

The effects of goal setting on rugby performance.

PubMed

Mellalieu, Stephen D; Hanton, Sheldon; O'Brien, Michael

2006-01-01

Goal-setting effects on selected performance behaviors of 5 collegiate rugby players were assessed over an entire competitive season using self-generated targets and goal-attainment scaling. Results suggest that goal setting was effective for enhancing task-specific on-field behavior in rugby union.

Application Guidelines | Cancer Prevention Fellowship Program

Cancer.gov

Personal Statement of Research Goals In narrative form, describe your research interests and goals and how these relate to cancer prevention and control. Please also provide insight into your short- and long-term career goals, and explain how the CPFP will help you achieve those goals.

Infants Show Stability of Goal-Directed Imitation

ERIC Educational Resources Information Center

Sakkalou, Elena; Ellis-Davies, Kate; Fowler, Nia C.; Hilbrink, Elma E.; Gattis, Merideth

2013-01-01

Previous studies have reported that infants selectively reproduce observed actions and have argued that this selectivity reflects understanding of intentions and goals, or goal-directed imitation. We reasoned that if selective imitation of goal-directed actions reflects understanding of intentions, infants should demonstrate stability across…

Applications of Goal Programming to Education.

ERIC Educational Resources Information Center

Van Dusseldorp, Ralph A.; And Others

This paper discusses goal programming, a computer-based operations research technique that is basically a modification and extension of linear programming. The authors first discuss the similarities and differences between goal programming and linear programming, then describe the limitations of goal programming and its possible applications for…

Envisioning the times of future events: The role of personal goals.

PubMed

Ben Malek, Hédi; Berna, Fabrice; D'Argembeau, Arnaud

2018-05-25

Episodic future thinking refers to the human capacity to imagine or simulate events that might occur in one's personal future. Previous studies have shown that personal goals guide the construction and organization of episodic future thoughts, and here we sought to investigate the role of personal goals in the process of locating imagined events in time. Using a think-aloud protocol, we found that dates were directly accessed more frequently for goal-related than goal-unrelated future events, and the goal-relevance of events was a significant predictor of direct access to temporal information on a trial-by-trial basis. Furthermore, when an event was not directly dated, references to anticipated lifetime periods were more frequently used as a strategy to determine when a goal-related event might occur. Together, these findings shed new light on the mechanisms by which personal goals contribute to the location of imagined events in future times. Copyright © 2018 Elsevier Inc. All rights reserved.

Goal-Side Selection in Soccer Penalty Kicking When Viewing Natural Scenes

PubMed Central

Weigelt, Matthias; Memmert, Daniel

2012-01-01

The present study investigates the influence of goalkeeper displacement on goal-side selection in soccer penalty kicking. Facing a penalty situation, participants viewed photo-realistic images of a goalkeeper and a soccer goal. In the action selection task, they were asked to kick to the greater goal-side, and in the perception task, they indicated the position of the goalkeeper on the goal line. To this end, the goalkeeper was depicted in a regular goalkeeping posture, standing either in the exact middle of the goal or being displaced at different distances to the left or right of the goal’s center. Results showed that the goalkeeper’s position on the goal line systematically affected goal-side selection, even when participants were not aware of the displacement. These findings provide further support for the notion that the implicit processing of the stimulus layout in natural scenes can effect action selection in complex environments, such in soccer penalty shooting. PMID:22973246

The "instrumentality" heuristic: why metacognitive difficulty is desirable during goal pursuit.

PubMed

Labroo, Aparna A; Kim, Sara

2009-01-01

The literature overwhelmingly demonstrates that feelings of ease are good and that objects that are easy to process are much liked. We propose, and demonstrate across three experiments, that this is not the case when people are pursuing a goal. This is because people pursuing a goal (e.g., "become kinder") usually invest efforts in whichever means (e.g., donate to a particular charity) they perceive as most instrumental for attaining their goal. Consequently, in their minds there is a correspondence between instrumentality of a means and feelings of effort. This correspondence becomes reversed in people's minds during goal pursuit, and they also come to view an object that is associated with feelings of effort rather than ease as more instrumental for goal attainment and consequently more desirable. When an object is not a means to fulfill an accessible goal, or when goals relating to the means are not accessible, subjective feelings of ease improve evaluation, as found in previous research on ease of processing.

An Overview of Data Routing Approaches for Wireless Sensor Networks

PubMed Central

Anisi, Mohammad Hossein; Abdullah, Abdul Hanan; Razak, Shukor Abd; Ngadi, Md. Asri

2012-01-01

Recent years have witnessed a growing interest in deploying large populations of microsensors that collaborate in a distributed manner to gather and process sensory data and deliver them to a sink node through wireless communications systems. Currently, there is a lot of interest in data routing for Wireless Sensor Networks (WSNs) due to their unique challenges compared to conventional routing in wired networks. In WSNs, each data routing approach follows a specific goal (goals) according to the application. Although the general goal of every data routing approach in WSNs is to extend the network lifetime and every approach should be aware of the energy level of the nodes, data routing approaches may focus on one (or some) specific goal(s) depending on the application. Thus, existing approaches can be categorized according to their routing goals. In this paper, the main goals of data routing approaches in sensor networks are described. Then, the best known and most recent data routing approaches in WSNs are classified and studied according to their specific goals. PMID:23443040

Intergenerational Mobility and Goal-Striving Stress Among Black Americans: The Roles of Ethnicity and Nativity Status.

PubMed

Mouzon, Dawne M; Watkins, Daphne C; Perry, Ramona; Simpson, Theresa M; Mitchell, Jamie A

2018-04-02

Goal-striving stress refers to the psychological consequences of seeking but failing to reach upward mobility and is more common among low-income and people of color. Intergenerational mobility-or improved socioeconomic standing relative to one's parents-may be an important predictor of goal-striving stress for Blacks. We used the National Survey of American Life to investigate the association between intergenerational mobility and goal-striving stress among U.S.-born African Americans, U.S.-born Caribbean Blacks, and foreign-born Caribbean Blacks. Intergenerational mobility was associated with lower goal-striving stress and U.S.-born African Americans and Caribbean Blacks reported lower goal-striving stress than foreign-born Caribbean Blacks. Goal-striving stress was relatively high among foreign-born Blacks, regardless of level of intergenerational mobility attained. Goal-striving is an important stressor for foreign-born Caribbean Blacks, regardless of their level of educational success. Given increasing Black migration, future studies should disaggregate the Black racial category based on ethnicity and nativity.

Use of a portable voice organizer to remember therapy goals in traumatic brain injury rehabilitation: a within-subjects trial.

PubMed

Hart, Tessa; Hawkey, Karen; Whyte, John

2002-12-01

To test the efficacy of a portable voice organizer in helping people with traumatic brain injury (TBI) to recall therapy goals and plans discussed with their clinical case managers. Prospective within-subjects trial, in which individualized therapy goals were randomly assigned to intervention or no intervention. Comprehensive postacute TBI rehabilitation program. Ten people with moderate to severe TBI enrolled from 3 months to 18 years after injury. Memory for therapy goals. Clinicians generated statements describing six current therapy goals, half of which were randomly assigned to be recorded on a voice organizer during the next case management session. Participants selected three times per day to listen to the recorded goals, prompted by an alarm. One-week recall was tested using both free- and cued-recall formats. Recorded goals were recalled better than unrecorded goals and appeared to be associated with better awareness or follow-through with therapy objectives. Portable electronic devices have the potential to assist with treatment areas beyond tasks involving prospective memory.

Expected Emotional Usefulness and Emotional Preference in Individuals with Major Depressive Disorder

PubMed Central

Yoon, Sunkyung; Lee, Seung-Hwan; Kim, Hyang Sook

2016-01-01

Objective Previous studies indicate that emotion regulation problems in major depressive disorder (MDD) may be caused by difficulties in preferring useful emotions according to their goals. We investigated expected emotional usefulness and emotional preference in individuals with MDD (MDDs) and healthy controls (HCs). Methods Participants were given an interpersonal scenario with two different goals (confrontation and collaboration) and rated their willingness to participate in emotion-provoking activities and the expected usefulness of a particular emotion. Results MDDs were similar to HCs in expected emotional usefulness but showed different patterns of emotional preference. HCs preferred happiness to negative emotions across goals whereas MDDs did not show such pattern. In addition, HCs displayed goal-appropriate preferences whereas MDDs did not prefer certain emotions for specific goals. Conclusion Although MDDs seemed to understand how useful an emotion can be, they did not show preference for goal-appropriate emotions. Interventions should address why MDDs have difficulty engaging in goal-appropriate emotions despite having full knowledge of the utility of emotions in achieving goals. PMID:27121431

Effects of everyday romantic goal pursuit on women's attitudes toward math and science.

PubMed

Park, Lora E; Young, Ariana F; Troisi, Jordan D; Pinkus, Rebecca T

2011-09-01

The present research examined the impact of everyday romantic goal strivings on women's attitudes toward science, technology, engineering, and math (STEM). It was hypothesized that women may distance themselves from STEM when the goal to be romantically desirable is activated because pursuing intelligence goals in masculine domains (i.e., STEM) conflicts with pursuing romantic goals associated with traditional romantic scripts and gender norms. Consistent with hypotheses, women, but not men, who viewed images (Study 1) or overheard conversations (Studies 2a-2b) related to romantic goals reported less positive attitudes toward STEM and less preference for majoring in math/science compared to other disciplines. On days when women pursued romantic goals, the more romantic activities they engaged in and the more desirable they felt, but the fewer math activities they engaged in. Furthermore, women's previous day romantic goal strivings predicted feeling more desirable but being less invested in math on the following day (Study 3).

Neural activity underlying motor-action preparation and cognitive narrowing in approach-motivated goal states.

PubMed

Gable, Philip A; Threadgill, A Hunter; Adams, David L

2016-02-01

High-approach-motivated (pre-goal) positive affect states encourage tenacious goal pursuit and narrow cognitive scope. As such, high approach-motivated states likely enhance the neural correlates of motor-action preparation to aid in goal acquisition. These neural correlates may also relate to the cognitive narrowing associated with high approach-motivated states. In the present study, we investigated motor-action preparation during pre-goal and post-goal states using an index of beta suppression over the motor cortex. The results revealed that beta suppression was greatest in pre-goal positive states, suggesting that higher levels of motor-action preparation occur during high approach-motivated positive states. Furthermore, beta and alpha suppression in the high approach-motivated positive states predicted greater cognitive narrowing. These results suggest that approach-motivated pre-goal states engage the neural substrates of motor-action preparation and cognitive narrowing. Individual differences in motor-action preparation relate to the degree of cognitive narrowing.

Goal representation in human anterior intraparietal sulcus.

PubMed

Hamilton, Antonia F de C; Grafton, Scott T

2006-01-25

When a child reaches toward a cookie, the watching parent knows immediately what the child wants. The neural basis of this ability to interpret other people's actions in terms of their goals has been the subject of much speculation. Research with infants has shown that 6 month olds respond when they see an adult reach to a novel goal but habituate when an adult reaches to the same goal repeatedly. We used a similar approach in an event-related functional magnetic resonance imaging experiment. Adult participants observed a series of movies depicting goal-directed actions, with the sequence controlled so that some goals were novel and others repeated relative to the previous movie. Repeated presentation of the same goal caused a suppression of the blood oxygen level-dependent response in two regions of the left intraparietal sulcus. These regions were not sensitive to the trajectory taken by the actor's hand. This result demonstrates that the anterior intraparietal sulcus represents the goal of an observed action.

The psychological context of quality of life: a psychometric analysis of a novel idiographic measure of bladder cancer patients' personal goals and concerns prior to surgery

PubMed Central

2011-01-01

Background Over the past two decades, there has been an increasing focus on quality of life outcomes in urological diseases. Patient-reported outcomes research has relied on structured assessments that constrain interpretation of the impact of disease and treatments. In this study, we present content analysis and psychometric evaluation of the Quality of Life Appraisal Profile. Our evaluation of this measure is a prelude to a prospective comparison of quality of life outcomes of reconstructive procedures after cystectomy. Methods Fifty patients with bladder cancer were interviewed prior to surgery using the Quality of Life Appraisal Profile. Patients also completed the EORTC QLQ-C30 and demographics. Analysis included content coding of personal goal statements generated by the Appraisal Profile, examination of the relationship of goal attainment to content, and association of goal-based measures with QLQ-C30 scales. Results Patients reported an average of 10 personal goals, reflecting motivational themes of achievement, problem solving, avoidance of problems, maintaining desired circumstances, letting go of roles and responsibilities, acceptance of undesirable situations, and attaining milestones. 503 goal statements were coded using 40 different content categories. Progress toward goal attainment was positively correlated with relationships and activities goals, but negatively correlated with health concerns. Associations among goal measures provided evidence for construct validity. Goal content also differed according to age, gender, employment, and marital status, lending further support for construct validity. QLQ-C30 functioning and symptom scales were correlated with goal content, but not with progress toward goal attainment, suggesting that patients may calibrate progress ratings relative to their specific goals. Alternately, progress may reflect a unique aspect of quality of life untapped by more standard scales. Conclusions The Brief Quality of Life Appraisal Profile was associated with measures of motivation, goal content and progress, as well as relationships with demographic and standard quality of life measures. This measure identifies novel concerns and issues in treating patients with bladder cancer, necessary for a more comprehensive evaluations of their health-related quality of life. PMID:21324146

Development of year 2020 goals for the National HIV/AIDS Strategy for the United States.

PubMed

Holtgrave, David R

2014-04-01

In July, 2010, President Barack Obama released the National HIV/AIDS Strategy (NHAS). The NHAS set forth ambitious goals for the year 2015. These goals were potentially achievable had the appropriate level of resources been invested; however, investment at the necessary scale has not been made and the 2015 goals now may well be out of reach. Therefore, we propose that an updated NHAS be developed with goals for the year 2020 clearly articulated. For the purposes of fostering discussion on this important topic, we propose bold yet achievable quantitative 2020 goals based on previously published economic and mathematical modeling analyses.

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement.

PubMed

Diseth, Age; Kobbeltvedt, Therese

2010-12-01

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

Age Differences in the Experience of Daily Life Events: A Study Based on the Social Goals Perspective

PubMed Central

Ji, Lingling; Peng, Huamao; Xue, Xiaotong

2017-01-01

This study examined age differences in daily life events related to different types of social goals based on the socioemotional selectivity theory (SST), and determined whether the positivity effect existed in the context of social goals in older adults’ daily lives. Over a course of 14 days, 49 older adults and 36 younger adults wrote about up to three life events daily and rated the valence of each event. The findings indicated that (1) although both older and younger adults recorded events related to both emotional and knowledge-acquisition goals, the odds ratio for reporting a higher number of events related to emotional goals compared to the number of events related to knowledge-acquisition goals was 2.12 times higher in older adults than that observed in younger adults. (2) Considering the number of events, there was an age-related positivity effect only for knowledge-related goals, and (3) older adults’ ratings for events related to emotional and knowledge-acquisition goals were significantly more positive compared to those observed in younger adults. These findings supported the SST, and to some extent, the positivity effect was demonstrated in the context of social goals. PMID:28979227

Treatment goals in addiction healthcare: the perspectives of patients and clinicians.

PubMed

Joosten, E A G; De Weert-Van Oene, G H; Sensky, T; Van Der Staak, C P F; De Jong, C A J

2011-05-01

Little is known about the perspectives of either patients or clinicians regarding treatment goals in addiction healthcare. In general, treatment goals involve abstinence or at least reduction of substance use. To examine and compare the treatment goals indicated by both patients and clinicians at baseline, interim and exit measurement. A descriptive study was performed with multiple measurements of treatment goals. Patients (n = 111) and clinicians (n = 20) were recruited from three addiction treatment centres in the Netherlands. A Shared Decision Making Intervention (SDMI) was undertaken to promote and evaluate treatment agreement. Patients identified treatment goals of daytime activities and abstinence or reduced alcohol consumption as most important. Clinicians indicated psychological distress, daytime activities and substance use as most important. Differences between patients and clinicians were found for the treatment goals of physical health (patient > clinician) and psychological distress (clinician > patient). The results further showed that treatment goals of both patients and clinicians become more closely aligned during the course of treatment. SDMI provides a method to explore and discuss discrepancy between patients' and clinicians' goals of treatment which leads to convergence. Such convergence is likely to be a necessary prerequisite for positive treatment outcomes.

Age Differences in the Experience of Daily Life Events: A Study Based on the Social Goals Perspective.

PubMed

Ji, Lingling; Peng, Huamao; Xue, Xiaotong

2017-01-01

This study examined age differences in daily life events related to different types of social goals based on the socioemotional selectivity theory (SST), and determined whether the positivity effect existed in the context of social goals in older adults' daily lives. Over a course of 14 days, 49 older adults and 36 younger adults wrote about up to three life events daily and rated the valence of each event. The findings indicated that (1) although both older and younger adults recorded events related to both emotional and knowledge-acquisition goals, the odds ratio for reporting a higher number of events related to emotional goals compared to the number of events related to knowledge-acquisition goals was 2.12 times higher in older adults than that observed in younger adults. (2) Considering the number of events, there was an age-related positivity effect only for knowledge-related goals, and (3) older adults' ratings for events related to emotional and knowledge-acquisition goals were significantly more positive compared to those observed in younger adults. These findings supported the SST, and to some extent, the positivity effect was demonstrated in the context of social goals.

Data-driven backward chaining

NASA Technical Reports Server (NTRS)

Haley, Paul

1991-01-01

The C Language Integrated Production System (CLIPS) cannot effectively perform sound and complete logical inference in most real-world contexts. The problem facing CLIPS is its lack of goal generation. Without automatic goal generation and maintenance, forward chaining can only deduce all instances of a relationship. Backward chaining, which requires goal generation, allows deduction of only that subset of what is logically true which is also relevant to ongoing problem solving. Goal generation can be mimicked in simple cases using forward chaining. However, such mimicry requires manual coding of additional rules which can assert an inadequate goal representation for every condition in every rule that can have corresponding facts derived by backward chaining. In general, for N rules with an average of M conditions per rule the number of goal generation rules required is on the order of N*M. This is clearly intractable from a program maintenance perspective. We describe the support in Eclipse for backward chaining which it automatically asserts as it checks rule conditions. Important characteristics of this extension are that it does not assert goals which cannot match any rule conditions, that 2 equivalent goals are never asserted, and that goals persist as long as, but no longer than, they remain relevant.

Healthcare professional versus patient goal setting in intermittent allergic rhinitis.

PubMed

O'Connor, J; Seeto, C; Saini, B; Bosnic-Anticevich, S; Krass, I; Armour, C; Smith, L

2008-01-01

To examine the impact of healthcare professional versus patient goal setting for the self-management of intermittent allergic rhinitis (AR) on symptom severity and quality of life. This was a 6 week, parallel group study. Group A participants, with pharmacist facilitation, nominated personally relevant goals and strategies relating to their AR. Group B participants had their goals and strategies set by the pharmacist. The main outcome measures used included perceived symptom severity and quality of life. In addition, goals and strategies data from participants of both groups were collected and analysed. Both groups demonstrated significant improvements in symptom severity and quality of life scores however Group B symptom severity scores improved more. Group B set a greater number of goals and strategies which were better structured and more task specific. This is the first study to investigate the impact of goal setting on patient behaviour in a chronic yet episodic illness. Our results suggest that self-management goals set by the healthcare professional which are clinically indicated but tailored to the patient's nominated symptoms yields better outcomes than goals nominated by the patient. A brief, structured intervention, tailored to patient symptoms, can enhance self-management of intermittent allergic rhinitis.

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

NASA Astrophysics Data System (ADS)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to recognize contradictions and to internalize and set their instructional goal, facilitating their learning. Without recognition of contradictions, some of these micro-communities are not aware that their instruction is not in line with the AP Biology goal of science practice. An in-depth look at teacher learning revealed the criticality of reflective practice and the need for an "expert" within a teacher's community to facilitate = learning and develop SCK to incorporate science practice in classroom instruction.

Adaptive goal setting and financial incentives: a 2 × 2 factorial randomized controlled trial to increase adults' physical activity.

PubMed

Adams, Marc A; Hurley, Jane C; Todd, Michael; Bhuiyan, Nishat; Jarrett, Catherine L; Tucker, Wesley J; Hollingshead, Kevin E; Angadi, Siddhartha S

2017-03-29

Emerging interventions that rely on and harness variability in behavior to adapt to individual performance over time may outperform interventions that prescribe static goals (e.g., 10,000 steps/day). The purpose of this factorial trial was to compare adaptive vs. static goal setting and immediate vs. delayed, non-contingent financial rewards for increasing free-living physical activity (PA). A 4-month 2 × 2 factorial randomized controlled trial tested main effects for goal setting (adaptive vs. static goals) and rewards (immediate vs. delayed) and interactions between factors to increase steps/day as measured by a Fitbit Zip. Moderate-to-vigorous PA (MVPA) minutes/day was examined as a secondary outcome. Participants (N = 96) were mainly female (77%), aged 41 ± 9.5 years, and all were insufficiently active and overweight/obese (mean BMI = 34.1 ± 6.2). Participants across all groups increased by 2389 steps/day on average from baseline to intervention phase (p < .001). Participants receiving static goals showed a stronger increase in steps per day from baseline phase to intervention phase (2630 steps/day) than those receiving adaptive goals (2149 steps/day; difference = 482 steps/day, p = .095). Participants receiving immediate rewards showed stronger improvement (2762 step/day increase) from baseline to intervention phase than those receiving delayed rewards (2016 steps/day increase; difference = 746 steps/day, p = .009). However, the adaptive goals group showed a slower decrease in steps/day from the beginning of the intervention phase to the end of the intervention phase (i.e. less than half the rate) compared to the static goals group (-7.7 steps vs. -18.3 steps each day; difference = 10.7 steps/day, p < .001) resulting in better improvements for the adaptive goals group by study end. Rate of change over the intervention phase did not differ between reward groups. Significant goal phase x goal setting x reward interactions were observed. Adaptive goals outperformed static goals (i.e., 10,000 steps) over a 4-month period. Small immediate rewards outperformed larger, delayed rewards. Adaptive goals with either immediate or delayed rewards should be preferred for promoting PA. ClinicalTrials.gov ID: NCT02053259 registered prospectively on January 31, 2014.

Bivariate and Multivariate Associations between Trait Listening Goals and Trait Communicator Preferences

ERIC Educational Resources Information Center

Keaton, Shaughan A.; Keteyian, Robert V.; Bodie, Graham D.

2014-01-01

This article provides validity evidence for a measure of listening goals by showing theoretically consistent relationships with an existing communication preference questionnaire. Participants (N = 257) were administered trait measures for listening goals and communicator preferences. The four listening goals--relational, task-oriented,…

Achievement Goals and Achievement Emotions: A Meta-Analysis

ERIC Educational Resources Information Center

Huang, Chiungjung

2011-01-01

This meta-analysis synthesized 93 independent samples (N = 30,003) in 77 studies that reported in 78 articles examining correlations between achievement goals and achievement emotions. Achievement goals were meaningfully associated with different achievement emotions. The correlations of mastery and mastery approach goals with positive achievement…

Multiple Goal Orientations and Foreign Language Anxiety

ERIC Educational Resources Information Center

Koul, Ravinder; Roy, Laura; Kaewkuekool, Sittichai; Ploisawaschai, Suthee

2009-01-01

This investigation examines Thai college students' motivational goals for learning the English language. Thai student volunteers (N = 1387) from two types of educational institutions participated in this survey study which combined measures of goal orientations based on two different goal constructs and motivation models. Results of two-step…

The Effects of Goal Setting on Rugby Performance

ERIC Educational Resources Information Center

Mellalieu, Stephen D.; Hanton, Sheldon; O'Brien, Michael

2006-01-01

Goal-setting effects on selected performance behaviors of 5 collegiate rugby players were assessed over an entire competitive season using self-generated targets and goal-attainment scaling. Results suggest that goal setting was effective for enhancing task-specific on-field behavior in rugby union. (Contains 1 figure.)

34 CFR 300.157 - Performance goals and indicators.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Performance goals and indicators. 300.157 Section 300... CHILDREN WITH DISABILITIES State Eligibility Additional Eligibility Requirements § 300.157 Performance goals and indicators. The State must— (a) Have in effect established goals for the performance of...

34 CFR 300.157 - Performance goals and indicators.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Performance goals and indicators. 300.157 Section 300... CHILDREN WITH DISABILITIES State Eligibility Additional Eligibility Requirements § 300.157 Performance goals and indicators. The State must— (a) Have in effect established goals for the performance of...

Promotion of Students' Mastery Goal Orientations: Does TARGET Work?

ERIC Educational Resources Information Center

Lüftenegger, Marko; van de Schoot, Rens; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

2014-01-01

Achievement goal orientations are important for students' ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students' mastery goal orientation. The TARGET framework is one example of these…

Teachers' Goal Orientations: Effects on Classroom Goal Structures and Emotions

ERIC Educational Resources Information Center

Wang, Hui; Hall, Nathan C.; Goetz, Thomas; Frenzel, Anne C.

2017-01-01

Background: Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf "et al.," 2010, "Learning and Instruction, 20," 30) and to also impact their emotions (Schutz "et al.," 2007, "Emotion in Education," Academic Press, Amsterdam, the Netherlands). However,…

Muck Farming, Song Birds and Man, and Kisimi: A Curricular Case Study of the Claims of Educational Radio and Its Actualized Use in the Classroom, WKAR 1922-1945.

ERIC Educational Resources Information Center

Militello, Matthew

While its educational goals were yet to be defined, the aims of the radio in the early 1920s included the social goal of cultural pluralism; the economic goal of profiteering; the military goal of communicating, training, and surveillance; and, the political goal of propaganda and morale building. In the end, like previous technological advances,…

The role of popularity goal in early adolescents' behaviors and popularity status.

PubMed

Dawes, Molly; Xie, Hongling

2014-02-01

The effect of popularity goal on the use of 3 popularity-related behaviors and later popularity status was examined in a diverse sample of 314 6th-grade students (176 girls and 138 boys) in both fall (Time 1) and spring (Time 2) semesters. Popularity goal and the use of popularity-driven behaviors (e.g., "I change the way I dress in order to be more popular") were assessed by self-report survey items (Time 1). Physical aggression, social aggression (Time 1), and perceived popularity (Times 1 and 2) were assessed by peer nominations. Popularity goal was positively associated with popularity-driven behaviors, social aggression, and physical aggression. There was a significant interaction effect between popularity goal and popularity status on the use of concurrent social aggression at Time 1; a higher popularity goal was associated with greater usage of social aggression for high-popular adolescents. Popularity goal alone did not predict popularity status change at Time 2; rather, greater use of social aggression at Time 1 was associated with higher Time 2 popularity status for initially high-popular adolescents who had a high-popularity goal and for initially low-popular adolescents who had a low-popularity goal. A similar 3-way interaction effect was found for physical aggression. Results suggest that the adolescents' goal for popularity may help us better understand the functions of aggressive and popularity-driven behaviors in peer social networks.

Psychological "gel" to bind individuals' goal pursuit: gratitude facilitates goal contagion.

PubMed

Jia, Lile; Tong, Eddie M W; Lee, Li Neng

2014-08-01

Past research demonstrates that gratitude affects individuals' self-regulation of behavior primarily through engendering a prosocial tendency. Based on theories proposing that gratitude plays an unique role in fostering communal relationship (e.g., Algoe, 2012), we propose that gratitude can have an incidental effect in facilitating goal contagion: automatically inferring and adopting the goal implied by a social other's behavior. This hypothesis is supported in 3 studies. In Study 1, after being exposed to the behaviors of a social target that implied either a cooperative or a competitive goal, individuals adopted the respective goal and behaved accordingly in a Resource Dilemma Task. This occurred, however, only when they were feeling gratitude and not when they were feeling joy or a neutral mood. In Study 2, after being exposed to a social target's behavior that implied the goal to make money, people feeling gratitude, as compared to those feeling pride or a neutral mood, strove for a future opportunity to earn money. Study 3 further demonstrated that individuals' goal striving behavior was mediated by a heightened level of goal activation. Finally, it was found that gratitude facilitated goal contagion only when the social target was a member of participants' own social group. Through this mechanism, gratitude, thus, seems to bind one's self-regulation with those of social others. Theoretical and practical implications of this new perspective are discussed.

Using personal goal setting to promote the social inclusion of people with intellectual disability living in supported accommodation.

PubMed

McConkey, R; Collins, S

2010-02-01

The social exclusion of persons with intellectual disability is more marked in congregated than in individualised supported accommodation. Goal setting was used as a means of increasing individuals' choices and engaging support staff in personalised planning. Method People living in four different housing and support options were invited to identify up to three 'social inclusion' goals they wanted to achieve in the coming months. Nine months later, a review was undertaken to see if their goals had been attained and also to identify what had helped or hindered individuals in doing this. The goal selection was then repeated and reviewed again after a further 9 months. Results The most commonly chosen goals were around social activities with other people and over half the participants were reported to have attained at least one of their goals within 9 months, particularly those in supported living arrangements that had greater hours of individual staff support. In the second 9-month period, fewer people chose goals, although the same proportion as before were successful. The main reason given for goal attainment was the information and support provided by staff. Conclusions Goal setting seems a suitable way of promoting social inclusion as it can be tailored to the needs and aspirations of individuals, although extra efforts may be needed to implement and sustain it with staff across all accommodation options.

A Qualitative Evaluation of Contact Centre Dietitian Support and Electronic Motivational Messaging for eaTracker My Goals Users.

PubMed

Lieffers, Jessica R L; Haresign, Helen; Mehling, Christine; Arocha, Jose F; Hanning, Rhona M

2018-06-01

To conduct a qualitative evaluation of adjunct supports (brief motivational messaging regarding goals delivered by email/website, contact centre dietitian assistance) offered by EatRight Ontario (ERO) for users of a website-based nutrition/activity goal setting/tracking feature (eaTracker "My Goals"). One-on-one semi-structured interviews were conducted with My Goals users in Ontario (n = 18) and Alberta (n = 5) recruited via the eaTracker website and ERO contact centre dietitians (n = 5). Interview transcripts were analyzed using content analysis. Participants had mixed experiences and perspectives with ERO motivational messaging. Messages targeted towards specific goals (e.g., tips, recipes) were generally well-liked, and generic messages (e.g., eaTracker login reminders) were less useful. No interviewed users had contacted ERO dietitians regarding goals, and dietitians reported encountering few callers asking for assistance while using My Goals. Limited user knowledge was one explanation for this finding. Participants provided suggestions to enhance these supports. Electronic motivational messaging and contact centre dietitian assistance have the potential to support achievement of goals set with website-based features. When considering using electronic messaging, researchers and practitioners should consider message content and delivery tailoring. Marketing that focuses on how contact centre dietitians can assist website users with their goals is needed when services are used in naturalistic settings.

Dare to Dream: Personal Values, Life Goals, and International Students in New Zealand.

PubMed

Zhang, Kaili C; Zhang, Abraham

2017-10-01

It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed.

A brain network instantiating approach and avoidance motivation.

PubMed

Spielberg, Jeffrey M; Miller, Gregory A; Warren, Stacie L; Engels, Anna S; Crocker, Laura D; Banich, Marie T; Sutton, Bradley P; Heller, Wendy

2012-09-01

Research indicates that dorsolateral prefrontal cortex (DLPFC) is important for pursuing goals, and areas of DLPFC are differentially involved in approach and avoidance motivation. Given the complexity of the processes involved in goal pursuit, DLPFC is likely part of a network that includes orbitofrontal cortex (OFC), cingulate, amygdala, and basal ganglia. This hypothesis was tested with regard to one component of goal pursuit, the maintenance of goals in the face of distraction. Examination of connectivity with motivation-related areas of DLPFC supported the network hypothesis. Differential patterns of connectivity suggest a distinct role for DLPFC areas, with one involved in selecting approach goals, one in selecting avoidance goals, and one in selecting goal pursuit strategies. Finally, differences in trait motivation moderated connectivity between DLPFC and OFC, suggesting that this connectivity is important for instantiating motivation. Copyright © 2012 Society for Psychophysiological Research.

A Brain Network Instantiating Approach and Avoidance Motivation

PubMed Central

Spielberg, Jeffrey M.; Miller, Gregory A.; Warren, Stacie L.; Engels, Anna S.; Crocker, Laura D.; Banich, Marie T.; Sutton, Bradley P.; Heller, Wendy

2015-01-01

Research indicates that dorsolateral prefrontal cortex (DLPFC) is important for pursuing goals, and areas of DLPFC are differentially involved in approach and avoidance motivation. Given the complexity of the processes involved in goal pursuit, DLPFC is likely part of a network that includes orbitofrontal cortex (OFC), cingulate, amygdala, and basal ganglia. This hypothesis was tested with regard to one component of goal pursuit, the maintenance of goals in the face of distraction. Examination of connectivity with motivation-related areas of DLPFC supported the network hypothesis. Differential patterns of connectivity suggest a distinct role for DLPFC areas, with one involved in selecting approach goals, one in selecting avoidance goals, and one in selecting goal pursuit strategies. Finally, differences in trait motivation moderated connectivity between DLPFC and OFC, suggesting that this connectivity is important for instantiating motivation. PMID:22845892

Examining the effect of goal clarity on faculty performance

NASA Astrophysics Data System (ADS)

Waychal, Pradeep

2018-07-01

Performance of faculty members is the prime factor in the success of any academic organisation and certainly engineering academic organisation. The performance depends on various factors. This study tests our hypothesis, in the context of an Indian engineering college, that goal clarity is one such factor that significantly impacts faculty performance. Our experiment emphasised the importance of goal clarity by screening a relevant movie and by seeking professional goals from the faculty members. After a year, we evaluated the faculty performance using peer evaluation method and triangulated the data with course evaluation by students where faculty member's goal was to be a better teacher, to ensure the trustworthiness of peer evaluation. We found that the performance of faculty, who had goal clarity, was significantly better than the performance of those who did not have goal clarity.

Hypochondriasis and somatization in college women: a personal projects analysis.

PubMed

Karoly, P; Lecci, L

1993-03-01

Although the descriptive features of hypochondriasis and somatization have been widely studied, the motivational correlates (goal representations) of individuals manifesting abnormal illness patterns have not been considered. The Personal Projects Analysis method (Little, 1983) was used to contrast the health and nonhealth goals of female undergraduates. Subjects selected 10 goals for evaluation along a series of dimensions. When health pursuits alone were examined, hypochondriasis on the Minnesota Multiphasic Personality Inventory was found to correlate directly with goal appraisal dimensions subsumed by an anxiety-absorption factor and inversely with dimensions characterizing rewardingness, thus suggesting a negativity of health goal construal. Somatizers also pursued more health-related projects than did nonsomatizers; nonhealth goal cognition did not relate as strongly to hypochondriasis. Finally, using discriminant function analysis, goal representations were shown to significantly and substantially differentiate somatizers from nonsomatizers.

Core self-evaluations and job and life satisfaction: the role of self-concordance and goal attainment.

PubMed

Judge, Timothy A; Bono, Joyce E; Erez, Amir; Locke, Edwin A

2005-03-01

The present study tested a model explaining how the core self-evaluations (i.e., positive self-regard) concept is linked to job and life satisfaction. The self-concordance model, which focuses on motives underlying goal pursuit, was used as an explanatory framework. Data were collected from 2 samples: (a) 183 university students (longitudinal measures of goal attainment and life satisfaction were used) and (b) 251 employees (longitudinal measures of goal attainment and job satisfaction were utilized). In both studies, the core self-evaluations concept was positively related to goal self-concordance, meaning that individuals with positive self-regard were more likely to pursue goals for intrinsic and identified (value-congruent) reasons. Furthermore, in both studies, goal self-concordance was related to satisfaction (job satisfaction in Study 1 and life satisfaction in Study 2).

Indonesian pre-service teachers learning motivations and goal achievements: A qualitative study

NASA Astrophysics Data System (ADS)

Aziz, Tian Abdul; Purnomo, Yoppy Wahyu; Pramudiani, Puri

2017-08-01

The purpose of the present study was to investigate Indonesian pre-service teachers' motivation and achievement goal who studied abroad. The participants of the study were two Indonesian students who enrolled at Secondary Science and Mathematics Education Department on one public university in Ankara, Turkey. Semi structured interview and classroom observation were conducted to understand participants' motivation, achievement goal and the ways to develop it. Findings of the study indicated that by considering Self-Determination Theory participants demonstrated various types of motivation, to wit: amotivation, intrinsic and extrinsic motivation to study. In addition, in compliance with the 3 x 2 achievement goal model, they held multiple types of achievement goals. Different types of motivations and achievement goals led them to exhibit different means in developing their motivations and achievement goals. Implications of the study are discussed.

Trait inferences in goal-directed behavior: ERP timing and localization under spontaneous and intentional processing

PubMed Central

Van den Eede, Sofie; Baetens, Kris; Vandekerckhove, Marie

2009-01-01

This study measured event-related potentials (ERPs) during multiple goal and trait inferences, under spontaneous or intentional instructions. Participants read sentences describing several goal-implying behaviors of a target person from which also a strong trait could be inferred or not. The last word of each sentence determined the consistency with the inference induced during preceding sentences. In comparison with behaviors that implied only a goal, stronger waveforms beginning at ∼150 ms were obtained when the behaviors additionally implied a trait. These ERPs showed considerable parallels between spontaneous and intentional inferences. This suggests that traits embedded in a stream of goal-directed behaviors were detected more rapidly and automatically than mere goals, irrespective of the participants’ spontaneous or intentional instructions. In line with this, source localization (LORETA) of the ERPs show predominantly activation in the temporo-parietal junction (TPJ) during 150–200 ms, suggesting that goals were detected at that time interval. During 200–300 ms, activation was stronger at the medial prefrontal cortex (mPFC) for multiple goals and traits as opposed to goals only, suggesting that traits were inferred during this time window. A cued recall measure taken after the presentation of the stimulus material support the occurrence of goal and trait inferences and shows significant correlations with the neural components, indicating that these components are valid neural indices of spontaneous and intentional social inferences. The early detection of multiple goal and trait inferences is explained in terms of their greater social relevance, leading to privileged attention allocation and processing in the brain. PMID:19270041

When locomotion is used to interact with the environment: investigation of the link between emotions and the twofold goal-directed locomotion in humans.

PubMed

Vernazza-Martin, S; Longuet, S; Damry, T; Chamot, J M; Dru, V

2015-10-01

Walking as a means to interact with the environment has a twofold goal: body displacement (intermediate goal) and the future action on the environment (final representational goal). This involves different processes that plan, program, and control goal-directed locomotion linked to motivation as an "emotional state," which leads to achieving this twofold goal. The aim of the present study was to determine whether emotional valence associated with the final representational goal influences these processes or whether they depend more on the emotional valence associated with the intermediate goal in young adults. Twenty subjects, aged 18-35 years, were instructed to erase an emotional picture that appeared on a wall as soon as they saw it. They had to press a stop button located 5 m in front of them with their right hand. Their gait was analyzed using a force platform and the Vicon system. The main results suggest that the emotional valence of the intermediate goal has the greatest effect on the processes that organize and modulate goal-directed locomotion. A positive valence facilitates cognitive processes involved in the temporal organization of locomotion. A negative valence disturbs the cognitive processes involved in the spatial organization of the locomotion and online motor control, leading to a deviating trajectory and a final body position that is more distant from the stop button. These results are discussed in line with the motivational direction hypothesis and with the affective meaning of the intended response goal.

Do People with Schizophrenia Have Difficulty Anticipating Pleasure, Engaging in Effortful Behavior, or Both?

PubMed Central

Gard, David E.; Sanchez, Amy H.; Cooper, Kathryn; Fisher, Melissa; Garrett, Coleman; Vinogradov, Sophia

2014-01-01

Motivation deficits are common in schizophrenia, but little is known about underlying mechanisms, or the specific goals that people with schizophrenia set in daily life. Using neurobiological heuristics of pleasure anticipation and effort assessment, we examined the quality of activities and goals of 47 people with and 41 people without schizophrenia, utilizing Ecological Momentary Assessment. Participants were provided cell phones and called four times a day for seven days, and were asked about their current activities and anticipation of upcoming goals. Activities and goals were later coded by independent raters on pleasure and effort. In line with recent laboratory findings on effort computation deficits in schizophrenia, relative to healthy participants, people with schizophrenia reported engaging in less effortful activities and setting less effortful goals, which were related to patient functioning. In addition, patients showed some inaccuracy in estimating how difficult an effortful goal would be, which in turn was associated with lower neurocognition. In contrast to previous research, people with schizophrenia engaged in activities and set goals that were more pleasure-based, and anticipated goals as being more pleasurable than controls. Thus, this study provided evidence for difficulty with effortful behavior and not anticipation of pleasure. These findings may have psychosocial treatment implications, focusing on effort assessment/effort expenditure. For example, in order to help people with schizophrenia engage in more meaningful goal pursuits, treatment providers may leverage low-effort pleasurable goals by helping patients to break down larger, more complex goals into smaller, lower-effort steps that are associated with specific pleasurable rewards. PMID:25133986

Giving hope, ticking boxes or securing services? A qualitative study of respiratory physiotherapists' views on goal-setting with people with chronic obstructive pulmonary disease.

PubMed

Summers, Rachael H; Ballinger, Claire; Nikoletou, Dimitra; Garrod, Rachel; Bruton, Anne; Leontowitsch, Miranda

2017-07-01

To explore respiratory physiotherapists' views and experiences of using goal-setting with people with chronic obstructive pulmonary disease in rehabilitation settings. A total of 17 respiratory physiotherapists with ⩾12 months current or previous experience of working with patients with chronic obstructive pulmonary disease in a non-acute setting. Participants were diverse in relation to age (25-49 years), sex (13 women), experience (Agenda for Change bands 6-8) and geographic location. Data were collected via face-to-face qualitative in-depth interviews (40-70 minutes) using a semi-structured interview guide. Interview locations were selected by participants (included participants' homes, public places and University). Interviews followed an interview guide, were audio-recorded and transcribed verbatim. Data were analysed using thematic analysis; constant comparison was made within and between accounts, and negative case analysis was used. Three themes emerged through the process of analysis: (1) 'Explaining goal-setting'; (2) 'Working with goals'; and (3) 'Influences on collaborative goal-setting'. Goal-setting practices among respiratory physiotherapists varied considerably. Collaborative goal-setting was described as challenging and was sometimes driven by service need rather than patient values. Lack of training in collaborative goal-setting at both undergraduate and postgraduate level was also seen as an issue. Respiratory physiotherapists reflected uncertainties around the use of goal-setting in their practice, and conflict between patients' goals and organisational demands. This work highlights a need for wider discussion to clarify the purpose and implementation of goal-setting in respiratory rehabilitation.

The Role of Goals and Alcohol Behavior during the Transition out of College

PubMed Central

Radomski, Sharon A.; Read, Jennifer P.; Bowker, Julie C.

2015-01-01

Personal goals are desired outcomes that guide behavior (Palfai et al., 2011), and are typically oriented around age-appropriate developmental tasks (e.g., college graduation, employment). Goals and their pursuit take on much salience during senior year of college as individuals prepare for the transition into adult roles. This also is a time during which naturalistic changes in alcohol consumption are occurring. These changes may impact the relationship between age-related goals and their attainment, thus compromising the likelihood of a successful transition out of college. The present study examined whether and how changes in drinking over senior year moderate the association between achievement goals and related developmental task attainment as students move toward transitioning out of college. Alcohol-involved college seniors (N=437; 62.5% female) were assessed via web survey in September of their senior year and again one year later (T4). Results of multinomial logistic regression revealed that greater Achievement Goals were predictive of college graduation (versus remaining a continuing undergraduate), but only for those whose drinking decreased during senior year. Among those graduated by T4 (n=307), Achievement Goals predicted pursuing graduate education (versus being unemployed), but only for students whose drinking increased during senior year. Thus, Achievement Goals are important predictors of goal attainment as students prepare to transition out of college, and these goals can interact with drinking in complex ways during this time. Findings suggest that interventions aimed at bolstering personal goals and reducing drinking during senior year may increase the likelihood of successful transitions out of the college environment. PMID:25642583

Parental Goals and Talk with Toddlers

ERIC Educational Resources Information Center

Rowe, Meredith L.; Casillas, Allison

2011-01-01

Myriad studies support a relation between parental beliefs and behaviours. This study adds to the literature by focusing on the specific relationship between parental goals and their communication with toddlers. Do parents with different goals talk about different topics with their children? Parents' goals for their 30-month olds were gathered…

Temperament, Personality and Achievement Goals among Chinese Adolescent Students

ERIC Educational Resources Information Center

Chen, Chen; Zhang, Li-Fang

2011-01-01

Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…

Social Goals, Aggression, Peer Preference, and Popularity: Longitudinal Links during Middle School

ERIC Educational Resources Information Center

Ojanen, Tiina; Findley-Van Nostrand, Danielle

2014-01-01

Social goals are associated with behaviors and adjustment among peers. However, it remains unclear whether goals predict adolescent social development. We examined prospective associations among goals, physical and relational aggression, social preference, and popularity during middle school (N = 384 participants, ages 12-14 years). Agentic…

The Influence of the Superintendent of Schools on Student Academic Performance

ERIC Educational Resources Information Center

Hanks, Jeffrey Mark

2010-01-01

The purpose of this study was to model, through structural equation modeling techniques, the relationships among superintendent practices of collaborative goal-setting, establishment of nonnegotiable goals for achievement and instruction, board alignment with and support of district goals, monitoring goals for achievement and instruction, use of…

General Chemistry Students' Goals for Chemistry Laboratory Coursework

ERIC Educational Resources Information Center

DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…

Achievement Goal Profiles and Developments in Effort and Achievement in Upper Elementary School

ERIC Educational Resources Information Center

Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea

2017-01-01

Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and…

Education as a Moderator of Goal Setting Effectiveness

ERIC Educational Resources Information Center

Ivancevich, John M.; McMahon, J. Timothy

1977-01-01

Skilled technicians (N=128) working under an assigned goal setting program were studied to learn about the moderating impact of education on relationships between performance and six goal setting properties. Speculation is advanced as to why education is an important moderator variable for specific types of goal setting properties. (Author)

Profiling Learners' Achievement Goals when Completing Academic Essays

ERIC Educational Resources Information Center

Ng, Chi-Hung Clarence

2009-01-01

This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…

Setting Writing Revision Goals after Assessment for Learning

ERIC Educational Resources Information Center

Huang, Shu-Chen

2015-01-01

This study examined the effects of goal setting for revision in an EFL writing classroom where principles of assessment "for" learning (AfL) were followed. Following draft writing, instruction, and assessment, college freshmen were put into control, goal, and goal+ groups. Before students started to revise their drafts, individuals in…

Goal Expectations as Predictors of Retirement Intentions

ERIC Educational Resources Information Center

Brougham, Ruby R.; Walsh, David A.

2005-01-01

The current study explored the contribution of personal goals to retirement decisions. A SMARTER methodology (to assess multiattribute utility) and taxonomy of human goals were used to investigate the relationship between older workers' personal goals and their retirement intentions. Two hundred and fifty-one employees of a large university,…

41 CFR 60-4.2 - Solicitations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... trade on all construction work in the covered area, are as follows: Time- tables Goals for minority... goals for each year. These goals are applicable to all the Contractor's construction work (whether or... construction work in a geographical area located outside of the covered area, it shall apply the goals...

Effectively Using IEP Goal Banks

ERIC Educational Resources Information Center

Kowalski, Ellen; McCall, Renee; Aiello, Rocco; Lieberman, Lauren

2009-01-01

For students with disabilities, annual goals are the nuts and bolts of the everyday program outlined in their individualized education program (IEP). According to the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, a present level of performance with measurable annual goals must be outlined in a student's IEP. Goals should…

Effects of Cooperative, Competitive, and Individualized Goal Structures on Learning Outcomes.

ERIC Educational Resources Information Center

Johnson, David W.; Johnson, Roger T.

A theoretical orientation to three goal structures (cooperation, competition, and individualization) is postulated, based upon Deutsch's extension of Lewin's theory of motivation. Lewin postulated that a state of tension within a person motivates movement toward the accomplishment of desired goals; a goal structure specifies the type of…

Motivating Readers: Helping Students Set and Attain Personal Reading Goals

ERIC Educational Resources Information Center

Cabral-Márquez, Consuelo

2015-01-01

The motivational, cognitive, and performance benefits associated with setting goals are presented in light of goal-setting theory. These theoretical principles provide a framework that teachers can use to guide students in setting and pursuing personal reading goals that are proximal, specific, and compatible with students' reading abilities…

Children's Goals and Strategies in Response to Conflicts within a Friendship.

ERIC Educational Resources Information Center

Rose, Amanda J.; Asher, Steven R.

1999-01-01

Examined whether fourth- and fifth-grade children's social goals and strategies in friendship conflict situations are predictive of their friendship adjustment, after accounting for level of peer acceptance. Found that children's goals were highly related to their strategies and that children's goals and strategies were predictive of their…

Goal Clarity and Financial Planning Activities as Determinants of Retirement Savings Contributions

ERIC Educational Resources Information Center

Stawski, Robert S.; Hershey, Douglas A.; Jacobs-Lawson, Joy M.

2007-01-01

Retirement counselors, financial service professionals, and retirement intervention specialists routinely emphasize the importance of developing clear goals for the future; however, few empirical studies have focused on the benefits of retirement goal setting. In the present study, the extent to which goal clarity and financial planning activities…

Achievement Goal Profiles among Adolescent Males and Females

ERIC Educational Resources Information Center

Litalien, David; Morin, Alexandre J. S.; McInerney, Dennis M.

2017-01-01

Achievement goal theory has long been a dominant model in the study of student motivation. However, a relatively small number of researchers have investigated gender differences in achievement goals or have considered the possible role that social and extrinsic goals may play in student academic motivation. Adopting a person-centered multiple…

Do Career Goals Promote Continuous Learning among Practicing Teachers?

ERIC Educational Resources Information Center

Ng, Chi-Hung

2010-01-01

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning…

The University's Statement of Goals. An Idea Whose Time Has Arrived.

ERIC Educational Resources Information Center

McKelvie, Brenda D.

1986-01-01

The need for colleges and universities to clarify goals in light of current financial constraints is discussed. The goal formulation strategies and techniques of the Institutional Goals Inventory and the Dephi technique are examined in the context of their application at the University of Ottawa. (MSE)

Muon Accelerator Program (MAP) | Neutrino Factory | Research Goals

Science.gov Websites

; Committees Research Goals Research & Development Design & Simulation Technology Development Systems Demonstrations Activities MASS Muon Cooling MuCool Test Area MICE Experiment MERIT Muon Collider Research Goals Why Muons at the Energy Frontier? How does it work? Graphics Animation Neutrino Factory Research Goals

Science Motivation of University Students: Achievement Goals as a Predictor

ERIC Educational Resources Information Center

Arslan, Serhat; Akcaalan, Mehmet; Yurdakul, Cengiz

2017-01-01

The objective of this investigation is to make a study of the relationship between achievement goals and science motivation. Research data were collected from 295 university students. Achievement goals and science motivation scales were utilized as measure tools. The link between achievement goals orientation and science motivation was…

Goal Setting and Student Achievement: A Longitudinal Study

ERIC Educational Resources Information Center

Moeller, Aleidine J.; Theiler, Janine M.; Wu, Chaorong

2012-01-01

The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in…

Disengaging from Unattainable Career Goals and Reengaging in More Achievable Ones

ERIC Educational Resources Information Center

Creed, Peter A.; Hood, Michelle

2014-01-01

Participants were 181 university students who completed measures of career development (self-efficacy, perceived barriers, distress, planning, and exploration) and goal adjustment capacity (disengagement and reengagement). We expected (a) that when contemplating unachievable goals, those with a higher capacity to adjust their goals (i.e., to…

Goals of Universal Basic and Secondary Education

ERIC Educational Resources Information Center

Cohen, Joel E.

2006-01-01

This essay discusses educational goals for universal basic and secondary education. It suggests some of the difficulties that may explain the great diversity of educational goals. The purposes of this essay are to (1) stimulate attention to educational goals on the part of individuals, families, educational professionals, community leaders in…

Mars exploration program analysis group goal one: determine if life ever arose on Mars.

PubMed

Hoehler, Tori M; Westall, Frances

2010-11-01

The Mars Exploration Program Analysis Group (MEPAG) maintains a standing document that articulates scientific community goals, objectives, and priorities for mission-enabled Mars science. Each of the goals articulated within the document is periodically revisited and updated. The astrobiology-related Goal One, "Determine if life ever arose on Mars," has recently undergone such revision. The finalized revision, which appears in the version of the MEPAG Goals Document posted on September 24, 2010, is presented here.

Goal-setting protocol in adherence to exercise by Italian adults.

PubMed

Annesi, James J

2002-04-01

A goal-setting protocol, based on research in goal setting and performance and personal construct theory, was tested for its effect on adherence to a new exercise program. The Goal-setting group (n = 50) had significantly less dropout (30%) than the control group (n = 50) (74%). The Goal-setting group also had significantly better attendance (p<.0001). Suggestions for increasing confidence in findings through further research and practical implications of using the protocol to improve exercise maintenance across settings were discussed.

Self-regulation: from goal orientation to job performance.

PubMed

Porath, Christine L; Bateman, Thomas S

2006-01-01

The authors investigated the effects on job performance of 3 forms of goal orientation and 4 self-regulation (SR) tactics. In a longitudinal field study with salespeople, learning and performance-prove goal orientation predicted subsequent sales performance, whereas performance-avoid goal orientation negatively predicted sales performance. The SR tactics functioned as mediating variables between learning and performance-prove goal orientations and performance. Social competence and proactive behavior directly and positively predicted sales performance, and emotional control negatively predicted performance. (c) 2006 APA, all rights reserved.

Predicting subjective vitality and performance in sports: the role of passion and achievement goals.

PubMed

Li, Chiung-Huang

2010-06-01

The major purpose of this study was to test the hypothesized paths from dualistic passions through achievement goals to subjective vitality and performance in sports. 645 high school athletes participated. The proposed structural equation model, with relationships between dualistic passions and subjective vitality and sports performance mediated by achievement goals, fit the data well, especially for mastery-approach and performance-approach goals. Harmonious and obsessive passions may lead athletes to high performance via the adoption of mastery-approach goals. However, these passions seem to have two paths influencing personal functioning: direct effects make players feel energetic, and indirect effects on subjective vitality through adoption of mastery-approach and performance-approach goals.

U.S. Virgin Islands Transportation Petroleum Reduction Plan

DOE Office of Scientific and Technical Information (OSTI.GOV)

Johnson, C.

2011-09-01

This NREL technical report determines a way for USVI to meet its petroleum reduction goal in the transportation sector. It does so first by estimating current petroleum use and key statistics and characteristics of USVI transportation. It then breaks the goal down into subordinate goals and estimates the petroleum impacts of these goals with a wedge analysis. These goals focus on reducing vehicle miles, improving fuel economy, improving traffic flow, using electric vehicles, using biodiesel and renewable diesel, and using 10% ethanol in gasoline. The final section of the report suggests specific projects to achieve the goals, and ranks themore » projects according to cost, petroleum reduction, time frame, and popularity.« less

Happiness as a motivator: positive affect predicts primary control striving for career and educational goals.

PubMed

Haase, Claudia M; Poulin, Michael J; Heckhausen, Jutta

2012-08-01

What motivates individuals to invest time and effort and overcome obstacles (i.e., strive for primary control) when pursuing important goals? We propose that positive affect predicts primary control striving for career and educational goals, and we explore the mediating role of control beliefs. In Study 1, positive affect predicted primary control striving for career goals in a two-wave longitudinal study of a U.S. sample. In Study 2, positive affect predicted primary control striving for career and educational goals and objective career outcomes in a six-wave longitudinal study of a German sample. Control beliefs partially mediated the longitudinal associations with primary control striving. Thus, when individuals experience positive affect, they become more motivated to invest time and effort, and overcome obstacles when pursuing their goals, in part because they believe they have more control over attaining their goals.

A process-content approach to adolescent identity formation: examining longitudinal associations between identity styles and goal pursuits.

PubMed

Duriez, Bart; Luyckx, Koen; Soenens, Bart; Berzonsky, Michael

2012-02-01

Research on identity focuses on the processes involved (e.g., identity style) or its content (e.g., goals and values), but limited research has addressed both issues simultaneously. The present study investigates cross-lagged relations between identity styles (i.e., informational, normative, and diffuse-avoidant) and goals (i.e., intrinsic vs. extrinsic and openness to change vs. conservation) in a 3-wave adolescent sample (N = 806). Results support a reciprocal model, with process and content influencing each other. As for process effects, the informational and diffuse-avoidant style predicted decreases in conservation goals, and the normative style predicted increases in conservation and extrinsic goals. As for content effects, conservation goals increased the normative style, and extrinsic goals decreased the informational and increased the diffuse-avoidant style. © 2012 The Authors. Journal of Personality © 2012, Wiley Periodicals, Inc.

Ego involvement increases doping likelihood.

PubMed

Ring, Christopher; Kavussanu, Maria

2018-08-01

Achievement goal theory provides a framework to help understand how individuals behave in achievement contexts, such as sport. Evidence concerning the role of motivation in the decision to use banned performance enhancing substances (i.e., doping) is equivocal on this issue. The extant literature shows that dispositional goal orientation has been weakly and inconsistently associated with doping intention and use. It is possible that goal involvement, which describes the situational motivational state, is a stronger determinant of doping intention. Accordingly, the current study used an experimental design to examine the effects of goal involvement, manipulated using direct instructions and reflective writing, on doping likelihood in hypothetical situations in college athletes. The ego-involving goal increased doping likelihood compared to no goal and a task-involving goal. The present findings provide the first evidence that ego involvement can sway the decision to use doping to improve athletic performance.

How the adoption of impression management goals alters impression formation.

PubMed

Gibson, Bryan; Poposki, Elizabeth M

2010-11-01

Five experiments (N = 390) tested the hypothesis that adopting an impression management goal leads the impression manager to view an interaction partner as having less of the trait he or she is attempting to express. This hypothesis was confirmed for the impression management goals of appearing introverted, extraverted, smart, confident, and happy. Experiment 2 shows that adoption of the impression goal could alter judgments even when participants could not act on the goal. Experiment 3 provides evidence that adopting an impression management goal prompted a comparison mind-set and that this comparison mind-set activation mediated target judgments. Experiment 4 rules out a potential alternative explanation and provides more direct evidence that comparison of the impression manager's self-concept mediates the impression of the target. Experiment 5 eliminates a potential confound and extends the effect to another impression goal. These experiments highlight the dynamic interplay between impression management and impression formation.

Multiple goals, writing strategies, and written outcomes for college students learning English as a second language.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen

2011-04-01

This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.

A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps.

PubMed

Diekman, Amanda B; Steinberg, Mia; Brown, Elizabeth R; Belanger, Aimee L; Clark, Emily K

2017-05-01

The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics (STEM). STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about differences between (a) STEM and other career pathways and (b) women's and men's choices. We review the patterning of gender disparities in STEM that leads to a focus on communal goal congruity (Part I), provide evidence for the foundational logic of the perspective (Part II), and explore the implications for research and policy (Part III). Understanding and transmitting the opportunities for communal goal pursuit within STEM can reap widespread benefits for broadening and deepening participation.

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Environmentally Responsible Aviation - Real Solutions for Environmental Challenges Facing Aviation

NASA Technical Reports Server (NTRS)

Collier, Fayette; Thomas, Russell; Burley, Casey; Nickol, Craig; Lee, Chi-Ming; Tong, Michael

2010-01-01

The combined reality of persistently strong growth in air traffic and the vital economic role of the air transport system result in continued demand for the progress of technology for the reduction of aircraft noise, emissions of oxides of nitrogen, and fuel burn. NASA s Environmentally Responsible Aviation (ERA) project has set aggressive goals in these three areas including a noise goal of 42 dB cumulative below the Stage 4 certification level. The goal for the reduction of oxides of nitrogen is 75% below the current standard. The fuel burn reduction goal is 50% below that of a current state-of-the-art aircraft. Furthermore, the overall goal of ERA is to mature technologies that will meet these goals simultaneously and with a timeframe of 2020 for technical readiness. This paper outlines the key technologies and the progress achieved to date toward the goals.

He just wants to play: how goals determine the influence of violent computer games on aggression.

PubMed

Denzler, Markus; Häfner, Michael; Förster, Jens

2011-12-01

Generally, the accessibility of goal-related constructs is inhibited upon goal fulfillment. In line with this notion, the current studies explored whether violent computer games may reduce relative accessibility of aggression if the game involves the fulfillment of an aggressive goal. Specifically, in Study 1, participants who watched a trailer for a violent computer game that fulfilled the goal of venting anger showed less relative accessibility of aggression compared to participants who watched the trailer without goal fulfillment. In Study 2, actually playing a violent computer game to vent anger also decreased the relative accessibility of aggression compared to a control condition in which the game was played without such a goal. Lastly, in Study 3, the relative accessibility of aggression was reduced after playing a violent computer game for participants who reported a high general tendency to vent their anger.

Social Perceptions of Achieving Students and Achievement Goals of Students in Malaysia and the Philippines

ERIC Educational Resources Information Center

Bernardo, Allan B. I.; Ismail, Rosnah

2010-01-01

The study investigates the hypothesis that country differences in achievement goals of students are associated with differences in how students with different achievement goals are perceived by students in different cultures. University students from Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and…

Core Goals and Their Relationship to Semester Subgoals and Academic Performance.

ERIC Educational Resources Information Center

Schutz, P. A.; White, V. E.; Lanehart, S. L.

2001-01-01

Thirty-nine students in an undergraduate educational psychology course identified and organized their core goals into ten goal domains. They then identified semester subgoals and tracked their time in relation to their goals. Results suggest that courses intended to increase student retention should use activities that help students identify their…

Undergraduate Students' Achievement Goals for Conducting Research: Examining the Motivational Benefits of Laboratory Classroom Affiliation

ERIC Educational Resources Information Center

Deemer, Eric D.; Dotterer, Aryn M.; Morel, Samantha A.; Bastnagel, Abigail E.

2017-01-01

Rooted in achievement goal theory, the buffering hypothesis posits that contextual factors serve to moderate the deleterious effects of personal achievement goals on relevant outcomes. The present study sought to test this hypothesis by examining the interactive effects of classroom affiliation perceptions and personal achievement goals for…

Corporate Culture and University Goal Achievement in South-West Zone, Nigeria

ERIC Educational Resources Information Center

Abdulkareem, Rasaq L.; Sheu, Adaramaja A.; Kayode, David J.

2015-01-01

This study investigated the relationship between culture and university goal achievement in South west geo-political zone, Nigeria. Specifically, the purpose was to find out the nature of the corporate culture and university goal achievement as well as to determine the relationship between corporate culture and university goal achievement in South…

Interruption of the Tower of London Task: Support for a Goal-Activation Approach

ERIC Educational Resources Information Center

Hodgetts, Helen M.; Jones, Dylan M.

2006-01-01

Unexpected interruptions introduced during the execution phase of simple Tower of London problems incurred a time cost when the interrupted goal was retrieved, and this cost was exacerbated the longer the goal was suspended. Furthermore, time taken to retrieve goals was greater following a more complex interruption, indicating the processing…

Horry-Georgetown Technical College Summary Report on Institutional Effectiveness.

ERIC Educational Resources Information Center

Wilson, H. Neyle

This document is the Horry-Georgetown Technical College comprehensive assessment of missions, goals, and objectives. The assessment addressed the mission statement of the college as well as its long-term goals. The mission statement was unchanged. In regards to long-term goals for the college, the college deleted one goal that had already been…

Achievement Goals, Study Strategies, and Achievement: A Test of the "Learning Agenda" Framework

ERIC Educational Resources Information Center

Senko, Corwin; Hama, Hidetoshi; Belmonte, Kimberly

2013-01-01

Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2…

Comparing Dichotomous and Trichotomous Approaches to Achievement Goal Theory: An Example Using Motivational Regulations as Outcome Variables

ERIC Educational Resources Information Center

Barkoukis, Vassilis; Ntoumanis, Nikos; Nikitaras, Nikitas

2007-01-01

Background: It is commonly assumed that there is conceptual equivalence between the task and ego achievement goals proposed by Nicholl's (1989) dichotomous achievement goal theory (Nicholls, 1989), and the mastery and performance approach goals advanced by Elliot's (1997) trichotomous hierarchical model of approach and avoidance achievement…

The Effect of Recreation Goals on Conflict Perception: The Case of Water Skiers and Fishermen.

ERIC Educational Resources Information Center

Gramann, James H.; Burdge, Rabel J.

Variations in psychological goals for recreation participation are explored, both between and within activity categories, and related to differences in conflict perception. Support for a "goal interference" model of conflict is found. According to this model, when recreation goals are incompatible, behaviors arising out of one set of…

The Goals of Higher Education and Their Financial Implications.

ERIC Educational Resources Information Center

Bowen, Howard R.

This paper identifies the goals that are sought through higher education in all its aspects and explores the implications of these goals for the financing of higher education. Fifteen goals are considered including: economic growth and military power, supply of professional and other skilled persons, citizenship and civic leadership, solution of…

Achieving the Goals. Goal 4: Teacher Education and Professional Development.

ERIC Educational Resources Information Center

Department of Education, Washington, DC.

Goal 4 of the National Education Goals envisions that teachers will have access to programs for the continued improvement of their professional skills. This book examines what federal agencies are doing to enhance teacher preparation, presents information on career-long development, and offers program descriptions and contact names. The first…

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

ERIC Educational Resources Information Center

Beyaztas, Dilek Ilhan; Kapti, Suzan Beyza; Hymer, Barry

2017-01-01

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions…

High School Students' Motivation to Learn Mathematics: The Role of Multiple Goals

ERIC Educational Resources Information Center

Ng, Chi-hung Clarence

2018-01-01

Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher's support, learning motives…

Surveying Student Goals to Aid Institutional Effectiveness: Student Goals Survey Research Report.

ERIC Educational Resources Information Center

Freeman, Robin Mark; And Others

A survey was conducted at Vista College to determine the educational and occupational goals of students enrolled in the Environmental Energy Technology Program. A seven-item survey was distributed in class over a five-semester period, soliciting information on academic and employment goals, current employment status, interest in networking with…

Validation of a Teachers' Achievement Goal Instrument for Teaching Physical Education

ERIC Educational Resources Information Center

Wang, Jian; Shen, Bo; Luo, Xiaobin; Hu, Qingshan; Garn, Alex C.

2018-01-01

Purpose: Using Butler's teacher achievement goal orientation as a conceptual framework, we developed this study to validate a teachers' achievement goal instrument for teaching physical education. Methods: A sample of 322 Chinese physical education teachers participated in this study and completed measures of achievement goal orientations and job…

Effects of Goal Setting on Performance and Job Satisfaction

ERIC Educational Resources Information Center

Ivancevich, John M.

1976-01-01

Studied the effect of goal-setting training on the performance and job satisfaction of sales personnel. One group was trained in participative goal setting; one group was trained in assigned goal setting; and one group received no training. Both trained groups showed temporary improvements in performance and job satisfaction. For availability see…

A New Generation of Goals for Technology Education

ERIC Educational Resources Information Center

Ritz, John M.

2009-01-01

To develop meaningful instructional programs for technology education, goals need to be in place to direct the outcomes of curriculum development and teaching. Goals are program terminal outcomes that focus curriculum writers or teachers who structure content for learners. Goals provide direction so content can be delivered for long-term impact to…

Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test

ERIC Educational Resources Information Center

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2006-01-01

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…

24 CFR 135.30 - Numerical goals for meeting the greatest extent feasible requirement.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 24 Housing and Urban Development 1 2012-04-01 2012-04-01 false Numerical goals for meeting the... Concerns § 135.30 Numerical goals for meeting the greatest extent feasible requirement. (a) General. (1... of section 3 by meeting the numerical goals set forth in this section for providing training...

24 CFR 135.30 - Numerical goals for meeting the greatest extent feasible requirement.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 24 Housing and Urban Development 1 2013-04-01 2013-04-01 false Numerical goals for meeting the... Concerns § 135.30 Numerical goals for meeting the greatest extent feasible requirement. (a) General. (1... of section 3 by meeting the numerical goals set forth in this section for providing training...

24 CFR 135.30 - Numerical goals for meeting the greatest extent feasible requirement.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 24 Housing and Urban Development 1 2011-04-01 2011-04-01 false Numerical goals for meeting the... Concerns § 135.30 Numerical goals for meeting the greatest extent feasible requirement. (a) General. (1... of section 3 by meeting the numerical goals set forth in this section for providing training...

24 CFR 135.30 - Numerical goals for meeting the greatest extent feasible requirement.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 24 Housing and Urban Development 1 2014-04-01 2014-04-01 false Numerical goals for meeting the... Concerns § 135.30 Numerical goals for meeting the greatest extent feasible requirement. (a) General. (1... of section 3 by meeting the numerical goals set forth in this section for providing training...

Establishing Community College Goals.

ERIC Educational Resources Information Center

Leeson, Marjorie

In 1975, Delta College began a project to prepare a set of institutional goals and a mission statement for consideration and adoption by the college Senate and Board of Trustees, and to identify those goals that should take priority over the following five years. All areas of the college were represented on the goal development committee, and to…

An Integrative Examination of Peer Conflict: Children's Reported Goals, Emotions, and Behaviors.

ERIC Educational Resources Information Center

Murphy, Bridget C.; Eisenberg, Nancy

2002-01-01

This study examined interrelations among 7- to 11-year-olds' typical emotions, goals, and behavior during peer conflict and the predictive value of emotions and goals for behavior. Findings indicated that children's goal friendliness during peer conflict related to low anger and high sadness intensity. Children reporting nonconstructive behavior…

Performance-Approach Goal Effects Depend on How They Are Defined: Meta-Analytic Evidence from Multiple Educational Outcomes

ERIC Educational Resources Information Center

Senko, Corwin; Dawson, Blair

2017-01-01

Achievement goal theory originally defined performance-approach goals as striving to demonstrate competence to outsiders by outperforming peers. The research, however, has operationalized the goals inconsistently, emphasizing the competence demonstration element in some cases and the peer comparison element in others. A meta-analysis by Hulleman…

Critical Issues around the Millennium Development Goals and Education

ERIC Educational Resources Information Center

Archer, David

2005-01-01

At the UN Millennium Assembly in 2000 global leaders committed themselves to eight Millennium Development Goals (MDGs). Seven of these goals were set for achievement in 2015, including the achievement of universal primary education. Only one goal was set for 2005: the achievement of gender parity in primary and secondary education. There was good…

Parental Involvement and Adolescents' Career Goal Pursuit during the Post-School Transition

ERIC Educational Resources Information Center

Dietrich, Julia; Salmela-Aro, Katariina

2013-01-01

This study investigated adolescents' and parents' co-regulation of career-related goals during the post-school transition. Finnish adolescents (N = 807, 49% female) were assessed twice in high school and once after graduation. It was examined how their career goal motivation (autonomous vs. controlled) and appraisals (goal attainability, effort,…