The role of goal specificity in the goal-setting process

The purpose of this study was to investigate the relationship between goal specificity and task performance, with specificity operationalized as a continuous quantitative variable reflecting the range of performance levels individuals chose as their personal goals. It was hypothesized that, controlling for goal difficulty, specific personal goals would be associated with higher levels of task performance. It was also hypothesized that task strategy would mediate the relationship between goal specificity and performance and that specific goals would be associated with smaller goal-performance discrepancies. The results from a sample of 162 college students working on an eye-hand coordination task supported the hypothesis concerning goal-performance discrepancies. They hypotheses regarding task strategy and the relationship between goal specificity and performance were supported only on the second of two trials.     

The effects of different types of goal pursuit on experience and performance during a stressful social task

Researchers have recently suggested that anxiety research may benefit from the examination of motivational factors, such as the difference between approach and avoidance goals. This suggestion is consistent with the literature on self-regulation, which indicates that affect serves as feedback for goal pursuit, with anxiety primarily providing feedback regarding avoidance. However, no data are available on participant goals for a task that generates social anxiety. Data from 120 speech anxious participants who engaged in a public speaking task were used to test the following hypotheses: (1) avoidance goals would be more specific than approach goals; (2) goals regarding social anxiety would have a negative impact on public speaking experience and performance; and (3) participants would tend to organize approach and avoidance goals not as separate goals, but as opposite poles of the same overarching goal. Hypotheses (1) and (3) were fully supported and hypothesis (2) was partially supported. The results highlight the possibility that approach goals may be particularly important to anxiety reduction.     

Academic goals, achievement, and age at first sexual intercourse: longitudinal, bidirectional influences

This study examined bidirectional relationships between age at first sexual intercourse and academic goals and achievement. It was hypothesized that lower educational goals and achievement would be associated with initiating sexual intercourse at a younger age, and that initiating sexual activity early would be associated with a decrease in subsequent academic achievement and goals. In longitudinal data spanning 11 years, evidence was found for bidirectional effects. One interpretation of these results is that adolescents with high educational goals and achievement delay having intercourse because of the perceived risks (e.g., pregnancy and sexually transmitted diseases may jeopardize their plans for the future). Conversely, adolescents who engage in sexual intercourse at young ages might undergo a change in attitudes, including reduced interest in academic achievement and goals. The specific educational variables most strongly related to adolescent sexual intercourse in this study differed substantially by race and gender.     

Reconsidering illness-related goals: Is discrepancy resolved by confronting emotions?

The aim of this study was to examine prospectively whether patients with an illness imposing self-management demands (29 asthma patients and 23 diabetic patients) would adjust their evaluations of discrepant illness-related goals. Goals were considered discrepant when patients rated them as important but less attainable, or as less important but attainable. We hypothesized that discrepancy would be resolved by adjusting attainability evaluations and that shifts in these evaluations would be more present in important but less attainable goals. We also hypothesized that shifts in evaluations of discrepant goals would be promoted by engaging in confronting emotions associated with the goal as a first step in coming to terms with discrepant goals. Results confirmed the first, but not the second hypothesis as confronting emotions proved to increase discrepancy evaluations of illness-related goals. These findings are discussed with an emphasis on confronting emotions as a strategy for coming to terms with the experience of discrepancy.     

Sending memorable messages to the old: age differences in preferences and memory for advertisements

Socioemotional selectivity theory holds that people of different ages prioritize different types of goals. As people age and increasingly perceive time as finite, they attach greater importance to goals that are emotionally meaningful. Because the goals that people pursue so centrally influence cognition, the authors hypothesize that persuasive messages, specifically advertisements, would be preferred and better remembered by older adults when they promise to help realize emotionally meaningful goals, whereas younger adults would not show this bias. The authors also predict that modifying time perspective would reduce age differences. Findings provide qualified support for each of these predictions.     

The interactive effects of achievement goals and task complexity on enjoyment,mental focus,and effort

Several empirical studies have suggested that achievement goal researchers should put a greater emphasis on identifying factors that may moderate the effects of achievement goals on motivation and related outcomes. In line with this recommendation, the current study sought to examine how one task characteristics (task complexity) may moderate the impact of achievement goals on the motivational outcomes of task enjoyment, mental focus, and exerted effort. Consistent with both the theoretical foundations of achievement goals and the existing research literature, we hypothesized that achievement goals would interact with task complexity in their effects on motivation such that the positive effects of mastery goals would be stronger for complex tasks, the positive effects of performance‐approach goals would be stronger for simple tasks, and the negative effects of performance‐avoidance goals would be weaker for simple tasks. Data collected from 347 undergraduate students assigned to simple or complex task conditions when performing a puzzle‐based task supported these hypotheses. Under complex task conditions, the positive effects of mastery goals were amplified, whereas simple task conditions enhanced the positive effects of performance‐approach goals and minimized the negative impact of performance‐avoidance goals. Future directions for research on achievement goals are discussed, along with potential practical implications of the results of this study.     

The Effect of Goal-Setting on the Performance of Independent Sales Agents in Direct Selling

This article reports on a study of the effects of goal setting on effort and performance among sales agents in the direct selling industry. Goalsetters were found to spend more time on their job, as would be expected from results of previous studies. On the other hand, goal setting did not improve performance, at least as measured over the initial months on the job. In fact, there is some evidence indicating that those sales agents setting specific goals had lower performance than those setting general goals or no goals at all.     

The Effects of Choice and Incentives on the Overestimation of Future Performance

Two studies were designed to investigate factors hypothesized to influence the accuracy of performance-related statements (both performance predictions and self-set goals). In Experiment 1, subjects were either allowed to choose a specific version of the performance task or were assigned a version of the task prior to making performance-related statements. In Experiment 2, monetary incentives were manipulated prior to requests for either estimates or self-set goals. Results indicate significant sex-by-choice and sex-by-incentives interactions on both predictions and goals. In general, males responded to incentives and choice by becoming more extreme in their performance predictions and goals. However, females did not respond to incentives and choice as would be predicted by general principles such as "wishful thinking" (Slovic, 1966) and "illusion of control" (Langer, 1975). These results are discussed in the context of gender research in achievement settings and organizational theories of motivation.     

Weaving cognition into the internet-of-things: Application to water leaks

Despite the growing interest in the Internet-of-Things, many organizations remain reluctant to integrating things into their business processes. Different reasons justify this reluctance including things’ limited capabilities to act upon the cyber-physical surrounding in which they operate. To address this specific limitation, this paper examines thing empowerment with cognitive capabilities that would make them for instance, selective of the next business processes in which they would participate. The selection is based on things’ restrictions like limitedness and goals to achieve like improved reputation. For demonstration purposes, water leaks are used as a case study. A BPEL-based business process driving the fixing of water leaks is implemented involving different cognitive things like moisture sensor.     

Implementation intentions as goal primes: Boosting self‐control in tempting environments

People often forget their long‐term strivings because their environment confronts them with attractive temptations. Previous research suggests that self‐control failures can be prevented by reminding people of their higher‐order goal. Therefore, we hypothesized that using implementation intentions as a tool to directly re‐activate people's higher‐order goal in tempting situations would effectively enhance self‐control. We tested this in the domain of dieting behavior. Results demonstrated that this specific planning strategy activated the dieting goal for unsuccessful dieters when exposed to tempting food cues (Study 1) and reduced their consumption of calorically dense food across 2 weeks (Study 2) compared to those in control conditions. This suggests that preparing people to think of their higher‐order goal when tempted can be used to protect ongoing goal striving. Appealing to higher‐order goals potentially makes implementation intentions flexible instruments of self‐regulation as this should trigger motivated behavior to reach goals and initiate various goal‐instrumental actions. Copyright © 2011 John Wiley & Sons, Ltd.     

Goal hierarchies and plan revision

This paper examined the effects of goal failure on plan revision. We argued that plans can be conceptualized as hierarchies of interrelated goals, such that broad superordinate goals are progressively subdivided into chains of more concrete subgoals. It was further expected that following negative feedback individuals would be biased to revise their goals by resetting those subgoals which were most closely linked to the point where failure occurred. In Study 1, methodological problems prevented an adequate test of the research hypotheses. Unexpectedly, individuals formulated their plans with revision in mind. In particular, planners tended to overset lower-level subgoals such that minor failures would allow them to still achieve their higher-level goals without revision. These findings were replicated in Study 2. Study 3 again examined goal revision. We utilized an experimental design to achieve more control over the task and plan content. As expected, it was found that goal revision was biased by the structure of the goal hierarchy. In particular, individuals tended to focus on the specific subgoal where failure feedback existed. In doing so, they tended to ignore the overall plan and made changes only to a small section of the goal hierarchy.The authors would like to acknowledge the assistance of Carol Bormann, Keith James, Richard Hollenbeck, and Howard Weiss.     

Challenge versus threat effects on the goal–performance relationship

This study tested the situational effects of goals and stress on the performance of complex tasks and on adaptation to change in the task. Difficult goals often exceed the individual's resources and thus create stress. However, stress may be appraised as either challenge or threat. Challenge is experienced when there is an opportunity for self-growth with available coping strategies, whereas threat is experienced when the situation is perceived as leading to failure with no available strategies to cope with it. We hypothesized that participants who appraised the situation as a challenge would perform better and adapt better to changes under difficult goal conditions, as compared with general goals or strategy goals. By contrast, threat appraisals would be better addressed by strategy goals rather than difficult goals. One hundred and fifty five students performed a task, which required their making predictions concerning the value of 120 companies' stocks based on three manipulated cues. We used a three by three by two factorial design in which goals, stress, and change (as a repeated factor) were varied to test the hypotheses. Results supported the main hypotheses and demonstrated that the same level of goal difficulty may lead to high or low performance and adaptation to change depending on the appraisal of the situation as challenging or threatening. The theoretical and practical implications of these findings are further discussed.     

Defensive pessimism,self‐esteem instability,and goal strivings

Defensive pessimism (Norem & Cantor, 1986a) is conceived as an adaptive motivational strategy employed in academic contexts. The present research investigates some potentially deleterious correlates of the defensively pessimistic strategy. We examined the hypothesis that defensive pessimists would have a relatively high ratio of negative‐to‐positive academically relevant self‐thoughts, and these accessible thoughts would be related to high self‐esteem instability. Mediational analyses generally supported this hypothesis. However, defensive pessimism‐optimism differences in self‐esteem seemed to partially account for the mediated effects. We also found support for the hypothesis that, relative to optimists, defensive pessimists would tend to be less oriented toward mastery goals and more oriented toward performance‐avoidance achievement goals in academic settings. Results were discussed in terms of the processing correlates and adaptive trade‐offs of defensive pessimism.     

Social and Emotional Processes in the Classroom Setting: A Goal Approach

Goals can be defined as cognitive- and as value-related motivational constructs. Consequently, both goal elaboration and personal valuing of goals are emphasized as critical determinants of motivated action. From this perspective, it is argued that goals play an influential role in students' cognitions, and in their social and emotional processes. I explore students' strategies for dealing with potentially stressful classroom circumstances in relation to their goals by examining students' reactions to imagined specific academic stressors, focusing on their emotions, behavior, and goals. Four distinct strategies were defined: strategic flexible action, strategic rigid action, passive behavior, and disorganized behavior. It is suggested that (a) goals play a major role in articulating and integrating behaviors and emotions within a whole strategy, (b) particular combinations of goal characteristics - goal-setting, personal goal valuing, and goal difficulty - are required for successful coping, and (c) both productive behavior and emotional regulation are predicted by specific goal characteristics.     

The role of religion in moderating the impact of life events on material life goals: some evidence in support of terror management theory

How would religion and a life event carrying an existential threat (LEET) jointly impact a person's life goals of becoming wealthy and successful in one's career? Goal reprioritisation, socioemotional selectivity, and gerotranscendence theories predict a shift away from material goals following a LEET, independent of the effect of religion. However, terror management theory (TMT) predicts that the effect of death thoughts depends on one's prevailing cultural values. As religion can be regarded as a culture, it is possible that Christians' and non-believers' material life goals would be differentially altered by LEET. Data from 1259 young Chinese adults reveal no main effect of LEET, but a strong effect of religion. Moreover, there was an interaction effect between LEET and religion on material life goals: LEET weakened material goals for Christians but not for non-believers. These findings suggest that TMT is more suitable than the other theories for predicting life goal changes.     

Power Relationships in Families: A Social-Exchange Perspective

Although researchers have investigated power relationships in families for twenty-five years, conclusions about normative family power patterns have been inconsistent and contradictory. Comparisons across studies have been difficult owing to different definitions of the construct, multiple methodologies, and inconsistent goals. With such confusion, a new, more integrated theoretical approach to the power issue seems warranted, as is suggested by the present paper. The current individual focus on power as a personal attribute can be replaced by a more dynamic, reciprocal, interactive process. Instead of specific or stable power patterns, power interactions should be fluid and time- or situation- specific. No one member would dominate, since power involves a mutual relationship system that changes its content, though not its rules of operation, across decision-making areas. Furthermore, family adjustment would relate to those rules and the family members' reactions to their particular exchange system but not to specific types of power structures. With these considerations, future research should analyze the process, not the content, of power operations in order to maximize the clinical and theoretical utility of its construct.     

When prevention promotes creativity: the role of mood, regulatory focus, and regulatory closure

Promotion-focused states generally boost creativity because they associate with enhanced activation and cognitive flexibility. With regard to prevention-focused states, research evidence is less consistent, with some findings suggesting prevention-focused states promote creativity and other findings pointing to no or even negative effects. We proposed and tested the hypothesis that whether prevention-focused states boost creativity depends on regulatory closure (whether a goal is fulfilled or not). We predicted that prevention-focused states that activate the individual (unfulfilled prevention goals, fear) would lead to similar levels of creativity as promotion-focused states but that prevention-focused states that deactivate (closed prevention goals, relief) would lead to lower levels of creativity. Moreover, we predicted that this effect would be mediated by feelings of activation. Predictions were tested in 3 studies on creative insights and 1 on original ideation. Results supported predictions. Implications for self-regulation, motivation, mood, and creativity are discussed.     

Choosing situations for a purpose

Within the literature, in theoretical discussions individuals are conceptualized as agents, capable of choosing and planning their actions. Situations are open to definition and may be construed differently by different individuals. On the other hand, the majority of studies of situations treat them as concrete givens with specific properties merely waiting to be discovered. The present paper attempts to explore the possibility of empirically treating individuals as agents, capable of choosing and planning their actions and of treating situations as being open to definition. It focuses on the choice of settings to fulfil different goals and on aspects of the setting considered salient once the goal is specified. The two studies described in this paper have illustrated that there is some consensus in the way people choose settings for different goals and that different uses of the setting lead to different aspects of the setting being considered salient. The high consensus with which two different groups of subjects, performing slightly different tasks, associated goals and settings suggests that there is some shared, at least subcultural, knowledge concerning the appropriate places in which to achieve specific goals. Individuals enter settings for specific purposes. Individuals entering a particular setting for different purposes tend to report using the setting in different ways. Both the goal and the particular setting affect the aspects of the setting considered relevant to the goal; neither the goal nor the setting alone is sufficient.     

Images and goals

We propose that mental images are derived from goals. Goals are represented in a complex hierarchy and form a major part of the "working self". Images reflect the existence of specific goals and also act to maintain goals by facilitating the derivation of beliefs from the content of an image. Images in psychopathology may reflect the operation of dysfunctional goals: goals that are unconstrained and which increase discrepancy (experienced as anxiety) within the goal system. Another feature of the goal system is that it is conservative and avoids change. By this view some aspects of distortions in intrusive images of traumatic experiences might be viewed as a defence against goal change. Conversely generating new images might lead to the formation of new goals. These ideas are applied to the findings of the papers in this special issue of Memory and to several new case studies.