Open Access. Powered by Scholars. Published by Universities.®
- Publication
Articles 1 - 2 of 2
Full-Text Articles in Business
Goal Orientations And Performance: Differential Relationships Across Levels Of Analysis And As A Function Of Task Demands, Gillian Yeo, Shayne Loft, Tania Xiao, Christian Kiewitz
Goal Orientations And Performance: Differential Relationships Across Levels Of Analysis And As A Function Of Task Demands, Gillian Yeo, Shayne Loft, Tania Xiao, Christian Kiewitz
Christian Kiewitz
Goal orientation and self-regulation theories were integrated to develop a multilevel framework aimed at addressing controversies regarding the magnitude and direction of goal orientation effects on performance. In Study 1, goal orientations were measured repeatedly whilst individuals performed an air traffic control task. In Study 2, goal orientations and exam performance were measured across 3 time points while undergraduates completed a course. Mastery-approach orientation was positively related to performance at the intraindividual level, but not at the interindividual level, and its effect was not moderated by task demands. Performance-approach positively predicted performance at the interindividual level, and at the intraindividual …
Disentangling Achievement Orientation And Goal Setting: Effects On Self-Regulatory Processes, Steve Kozlowski, Bradford Bell
Disentangling Achievement Orientation And Goal Setting: Effects On Self-Regulatory Processes, Steve Kozlowski, Bradford Bell
Bradford S Bell
The Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees’ self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains – goal frame, goal content, and goal proximity – on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning …