BEHAVIORAL EFFECTS OF SELF-SET GOALS FOR DIFFERENT TIME RANGES

The effects of self-set goals on self-reported goal-directed activity in different time ranges were investigated. The relationship between goal specificity, future time perspective and goal-directed activity were also examined. Subjects wrote down goals they had set for times ranges from 1 week to life span and then completed the Goal Questionnaire in reference to one goal, randomly selected by the experimenter. By means of factor analyses three goal-properties scales, importance, expectancy, conflict, and three action scales, effort, persistence, and satisfaction were created. Analyses revealed that with increasing time range there is an increase in level of importance, effort, persistence, and satisfaction, and a decrease in conflict. Goal expectancy appeared relatively stable. More specific analyses revealed that high importance leads to higher effort and satisfaction but to lower persistence. All action indices were positively related to expectancy of success and subjectively expected goal value. Effort and satisfaction were negatively related to goal conflict. The predictability of action dimensions from the goal's properties (percent of accounted variance) generally decreased with time ranges. It was also found that a higher goal specificity and a longer future time perspective lead to greater persistence and satisfaction in the pursuit of more proximal goals.     

EFFECTS OF CHOSEN VERSUS ASSIGNED JOBS ON THE WORK PERFORMANCE OF PERSONS WITH SEVERE HANDICAPS

We evaluated the effects of several choice-related variables on the work performance of adults with severe handicaps. After assessing client work preferences, three choice-related situations were presented: (a) providing clients with the opportunity to choose a work task, (b) assigning a preferred task, and (c) assigning a nonpreferred task. Results indicated that clients attended to work tasks almost twice as much when they chose their tasks and when assigned to work on preferred tasks versus when assigned to work on nonpreferred tasks. Results are discussed regarding the need to assess systematically the effects of choice-related variables.     

FULL AND ERRANT COACHING EFFECTS ON ASSIGNED ROLE LEADERLESS GROUP DISCUSSION PERFORMANCE

The effect of coaching on Leaderless Group Discussion Performance was examined. Thirty-six female undergraduate subjects participated in six-person assigned role leaderless group discussions. Trained observers evaluated performances in each discussion, which included two 5s from each of three coaching conditions. Ss in full coaching condition received extensive coaching on proper group discussion performance. 5s in the errant coaching condition received improper, but believable, coaching. 5s in the naive, or control, condition received no coaching. Results showed that 5s in the full coaching conditions were rated significantly higher than 5s in the errant or naive conditions. The results were discussed in the light of previous research.     

成就目标与任务投入的关系

采用实验室实验的方法,探讨了不同的任务阶段成就目标对任务投入的影响。将被试随机分配至掌握目标组或成绩目标组,考察两组被试在任务前、中、后三个阶段的任务投入水平,及相关动机变量的情况。研究结果表明,成就目标对任务投入的作用差异主要体现在任务结束之后,成绩目标组对尚未完成的实验任务的继续投入明显少于掌握目标组,并且成绩目标组在实验过程中较少体验到愉悦感,对实验任务的内在兴趣也较低。     

THE EFFECTS OF PARTICIPATION AND GOAL DIFFICULTY ON PERFORMANCE

Previous research comparing the effects of assigned versus participatively set goals on performance were essentially tests of the null hypothesis in that goal difficulty level was not systematically manipulated. The present laboratory study investigated the effects of assigned versus participatively set goals, and the effects of varying goal difficulty level on an arithmetic task. Eighty-six college students were assigned to either a participative goal condition or one of three assigned goal conditions. In two of the assigned goal conditions participants were assigned goals equal to those set in the participative condition, the difference being that individuals in one group were assigned goals at random and those in the other group were assigned goals on the basis of their premeasure scores. Participants in the third assigned goal condition were randomly assigned a goal in the top quartile of the goals set participatively. As hypothesized, individuals with hard assigned goals had higher performance than peers with lower goals set in a participative manner. Contrary to modern organizational theory, individuals with participatively set goals did not have higher performance than those with assigned goals of equal difficulty. Personality traits were not found to moderate the effects of goal setting on performance.     

THE EFFECTS OF PERFORMANCE FEEDBACK ON THE SAFETY OF CLIENT LIFTING AND TRANSFER

Individual written and verbal performance feedback was examined to determine its influence on the safety with which physically disabled clients were transferred. Two client-transfer techniques were task analyzed and six direct service providers' on-the-job performance was measured weekly. A multiple baseline across settings and subjects was used to evaluate effects of the feedback. Consumer satisfaction and the costs of the procedures were also assessed. Results showed that feedback was consistently followed by improvements in safe performance. These improvements tended to maintain as feedback was faded. Participants favorably rated the feedback procedure and consistently recommended its use with other staff.     

领导-部属交换的多维结构及对工作绩效和情境绩效的影响

通过两项研究,对领导-部属交换的结构及其对员工的工作绩效和情境绩效进行了探讨。采用探索性因素分析、验证性因素分析、分层回归分析等方法对来自不同企业的员工及其主管的问卷调查结果进行了分析。 结果表明,领导-部属交换是一个多维度的结构,由情感、忠诚、贡献和专业尊敬四个维度组成。单维度的领导-部属交换和多维度的领导-部属交换都对员工的工作绩效和情境绩效具有预测作用,但多维度领导-部属交换的预测作用更强。     

结果冲突与作业难度对双重作业绩效的影响

运用单作业和双作业操作探讨结果冲突与作业难度对双重作业绩效的影响。结果表明：（１）信息干扰对双作业操作有着明显的影响。信息干扰越大,结果冲突效应越大,双作业操作绩效越差。（２）作业难度对双作业绩效有明显影响。作业难度越大,双作业操作绩效越差。根据实验结果,本研究提出了双因素假设：信息干扰和资源竞争是影响双作业操作绩效的两个主要因素。     

THE EFFECTS OF ON-SITE CHILD CARE ON EMPLOYEE ATTITUDES AND PERFORMANCE

Using a quasi-experimental posttest design, this study compared supervisor perceptions of performance and absenteeism and employee attitudes of 155 child care center users and waiting list employees. Although child care was not related to supervisor views of performance or absenteeism, employees were more likely to receive favorable appraisals if absenteeism was low. Child care had greatest impact on females and employees without a family buffer. Child care positively influenced users' attitudes toward managing work and child care responsibilities, and views on the attractiveness and administration of benefits. The greater the use of care across all dependents, the more favorable the attitudes. A "frustration effect" occurred involving the lowering of waiting list employees' perceptions of the attractiveness and fairness of child care. The study suggests that child care benefits are more likely to significantly effect employee attitudes and membership behaviors such as recruitment and retention than performance or absenteeism.     

结构限制和信息干扰对双重作业绩效的影响

研究通过改变双重任务呈现的间隔时间来探讨结构限制与信息干扰对双重任务操作绩效的影响。实验结果表明：(1)两种作业呈现的间隔时间对双重任务操作绩效有明显的影响。间隔时间越大,双重任务的作业绩效越高。(2)信息干扰对双重任务的操作有明显的影响。信息干扰越大,双重任务的操作绩效越差。(3)两个作业呈现的间隔时间不同并不影响信息干扰对双重任务操作绩效的作用。根据实验结果,该研究提出了三因素假设：结构限制、信息干扰和资源竞争是影响双重任务操作绩效的三个主要因素。     

ATTRIBUTIONS TO FAILURE: THE EFFECTS OF EFFORT,ABILITY, AND LEARNING STRATEGY USE ON PERCEPTIONS OF FUTURE GOALS AND EMOTIONAL RESPONSES

This study sought to examine college students' attributions to failure in biology. Through the use of scenarios, we were interested in determining how males and females viewed the attributions of ability, effort, and learning strategy use. A 3 (attribution: ability, effort, strategies) 2 2 (scenario gender) 2 2 (respondent gender) factorial design was used to analyze four future goal statements and four emotional response statements. Results indicated a significant effect for attribution for three of the four future goal items, with participants believing most strongly that future goals could be met if the scenario student used the appropriate strategies. There was also a significant effect for attribution for all four of the emotional response items, with participants having the strongest emotional reaction when the attribution was to effort. Respondent gender interacted with attribution only on one emotional response item. Collectively these results indicate differences in patterns of responses between future goal and emotional items. Moreover,these results are important for learning-to-learn courses designed to teach effective strategy use.     

THE EFFECTS OF INSTRUCTIONAL MATCH AND CONTENT OVERLAP ON GENERALIZED READING PERFORMANCE

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.     

双作业信息输入通道对作业绩效的影响

采用单作业和双作业操作,探讨了不同信息输入通道对双作业操作绩效的影响。实验结果证明：若采用相同的信息输入通道,同时操作的两种作业就会产生相互干扰,降低操作绩效;相反,若采用不同信息输入通道,双作业之间的相互干扰将减小,作业绩效得到提高。     

EFFECTS OF CHARISMATIC INFLUENCE TRAINING ON ATTITUDES, BEHAVIOR, AND PERFORMANCE

This study investigated the effectiveness of training in 2 components of charisma (charismatic communication style and visionary content). Forty-one business students received charismatic influence training, presentation skills training, or no training. All participants prepared and gave a speech. Groups of 2-3 students ( N = 102) watched 1 of the videotaped speeches and then performed a task based on the speech instructions. Charismatic influence trainees performed better on a declarative knowledge test and exhibited more charismatic behaviors than those in the other conditions. In addition, participants who viewed a charismatic influence trainee performed best.     

INVESTIGATING THE EFFECTS OF PREWRITING ACTIVITIES ON WRITING PERFORMANCE AND ANXIETY OF AT-RISK STUDENTS

Multiple regression analysis indicates that the Reading-Level Indicator, a paper-and-pencil test, is a moderately strong predictor for the high-stakes standardized test, the Florida Comprehensive Achievement Test in Reading. Classroom teachers can administer the inexpensive Reading-Level Indicator in a short period of time and use the results as a tool to identify students who need extra preparation before high-stakes tests. Assigning students to differentiated instructional groups based on Reading-Level Indicator scores could be an effective strategy for improving high-stakes test scores.     

THE EFFECTS OF CHOICE AND TASK PREFERENCE ON THE WORK PERFORMANCE OF ADULTS WITH SEVERE DISABILITIES

We evaluated the effects of choice versus the assignment of tasks of varying preferences on the work engagement of adults with severe disabilities. The combined results of two experiments suggest that the relative preference for a task may be an important variable in the effectiveness of choice for some individuals.     

目标取向和工作经验对绩效的效应

通过两个样本调查,对目标取向和工作经验量表进行了结构检验,并探讨了目标取向和工作经验对个体绩效的效应模式。结果表明：学习目标取向和工作经验定性成份与绩效间存在中等程度相关;在控制了人口统计学变量的效应后,学习目标取向对绩效具有显著的预测效应;工作经验定性成份与绩效间的关系受到学习目标取向缓冲,在学习目标取向低分组,工作经验定性成份对个体绩效更具预测力     

THE EFFECTS OF GROUP INTERDEPENDENCE ON SUPERVISOR PERFORMANCE EVALUATIONS

A laboratory experiment was designed to test the effect of group member interdependence on supervisory performance ratings. Subjects played the role of supervisors in charge of evaluating members of a three-person work group which was constructed to include two good performers and one poor performer. Supervisors were either told that group members would work closely together (high interdependence) or independently (low interdependence). As hypothesized, supervisors rated the poor performer higher and the good performers lower when the group was portrayed as highly interdependent than when the group members were relatively independent.