目标定向、自我效能感与主观幸福感的关系

以207名企业员工为研究对象,探讨了目标定向、自我效能感与主观幸福感的关系及自我效能感在目标定向和主观幸福感之间的中介作用。结果表明:学习目标定向、工作自我效能感和社交自我效能感均对主观幸福感有着显著的正向影响;主观幸福感对任务绩效有着显著的正向影响;同时,工作自我效能感在学习目标定向和主观幸福感之间起着完全中介作用。     

Goal orientation and task demand effects on motivation, affect, and performance

Two studies tested the joint effects of goal orientation and task demands on motivation, affect, and performance, examining different factors affecting task demands. In Study 1 (N = 199), task difficulty was found to moderate the effect of goal orientation on performance and affect (i.e., satisfaction with performance). In Study 2 (N = 189), task consistency was found to moderate the effect of goal orientation on self-efficacy and intrinsic motivation. Results are discussed in relation to self-regulatory processes cued by goal orientations, attentional resource demands, and the need to match goal orientations to the nature of the task.     

目标定向与适应:社会自我效能感的中介作用

通过对176名大学新生3个月的纵向研究,采用探索性因素分析、信度分析和回归分析等方法对目标定向与适应的关系以及社会自我效能感在其中的中介作用进行了深入研究。结果表明,(1)学习目标定向能够有效地预测个体的学业适应、社会适应和心理适应;而成绩目标定向对三类适应都无显著性影响;(2)社会自我效能感在学习目标定向与社会适应、心理适应之间具有完全中介效应,而对学习目标定向与学业适应之间没有中介作用;(3)社会自我效能感对学业适应无显著性影响。     

Diversity in goal orientation, team reflexivity, and team performance

Although recent research highlights the role of team member goal orientation in team functioning, research has neglected the effects of diversity in goal orientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performance orientation are related to decreased group performance. Moreover, we find that the effect of diversity in learning orientation is mediated by group information elaboration and the effect of diversity in performance orientation by group efficiency. In addition, we demonstrate that team reflexivity can counteract the negative effects of diversity in goal orientation. These results suggest that models of goal orientation in groups should incorporate the effects of diversity in goal orientation.     

Longitudinal examination of the role of goal orientation in cross-cultural adjustment

In this longitudinal study, the authors introduced goal orientation theory to the study of cross-cultural adjustment. The authors examined relationships among dispositional goal orientation, domain-specific self-efficacy, and cross-cultural adjustment. Results indicated that a learning orientation was positively related to sojourners' academic and social self-efficacy, whereas a performance orientation was negatively related to sojourners' social self-efficacy. Sojourners' academic and social self-efficacy were positively related to academic and social adjustment, respectively. A learning orientation was positively related to academic and social adjustment, and the relationship was mediated by self-efficacy. A performance orientation was not related to adjustment. Finally, academic adjustment was positively related to grade point average. The authors discussed implications for research and practices.     

Relations between general goal orientations and task-specific self-appraisals

Abstract:   The purpose of the present study was to examine the influence of goal orientations on ninth-grade students' (54 girls and 55 boys) task-specific appraisals (i.e., anticipated interest, self-efficacy, test anxiety, and physical symptoms) and subsequent task performance. The results of structural equation modeling showed that different goal orientations had different effects on task-specific appraisals. In addition, task performance was directly influenced by self-efficacy and physical symptoms, whereas the goal orientation served as a predictor of task performance indirectly through task-specific appraisals. Students' posttask estimation of success and involvement were differently predicted by the pretask appraisal and actual task performance. Thus self-appraisals that students experience after performing the task are not only influenced by the actual performance, but also by the task-related appraisal they form before the task, which is partially determined by their goal orientations. Cluster analysis revealed students with multiple goals, in whom learning and performance goals can work together to facilitate performance and motivation.     

Goal orientation and ability: interactive effects on self-efficacy,performance, and knowledge

This study examined the direct relationship of goal orientation--and the interaction of goal orientation and cognitive ability--with self-efficacy, performance, and knowledge in a learning context. The authors argue that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Consistent with previous research, learning orientation was positively related to self-efficacy, performance, and knowledge, whereas performance orientation was negatively related to performance only. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high-ability individuals but had no effect for low-ability individuals. In contrast, the effects of performance orientation were contingent on both individuals' level of cognitive ability and the outcome examined.     

Mediating Roles of Self-Set Goals,Goal Commitment,Self-Efficacy,and Attractiveness in the Incentive-Performance Relation

The effects of monetary incentives on performance were examined in 2 studies. These effects were hypothesized to be through the intermediary motivational processes of self-efficacy, attractiveness ratings, goal level, and goal commitment. In Study 1, 80 subjects worked solving anagrams on 8 trials under 1 of 4 monetary incentive conditions (piece rate, hourly rate, competitive bonus, and goal attainment bonus). In Study 2, 146 subjects worked solving anagrams on 4 trials under 1 of 4 monetary incentive conditions (piece rate, informed bonus, uninformed bonus, and assigned bonus). In both studies, subjects self-set goal levels both before and after the incen- tive manipulation. Results from both studies indicated that tying rewards to goal attainment resulted in subjects having lower goal levels and lower self-efficacy, whereas piece-rate systems resulted in higher goal levels and higher self-efficacy. In addition, goal levels and self-efficacy partially mediated the relation between incentives and performance.     

The role of goal orientation following performance feedback

This study examined the relationship of goal orientation and performance over a series of 2 challenging performance events. After providing performance feedback on the 1st event, the authors found that the relationship between a learning goal orientation and performance remained positive for the 2nd event, the relationship between a proving goal orientation and performance diminished from a positive to a nonsignificant level, and the relationship between an avoiding goal orientation and performance remained negative. Data analysis also indicated that the relationships between the 3 goal orientation dimensions and the performance event were differentially mediated by goal setting, self-efficacy, and effort.     

Effects of Training Goals and Goal Orientation Traits on Multidimensional Training Outcomes and Performance Adaptability

This research examined the effects of mastery vs. performance training goals and learning and performance goal orientation traits on multidimensional outcomes of training. Training outcomes included declarative knowledge, knowledge structure coherence, training performance, and self-efficacy. We also examined the unique impact of the training outcomes on performance adaptability by predicting generalization to a more difficult and complex version of the task. The experiment involved 60 trainees learning a complex computer simulation over 2 days. The research model posited independent effects for training goals relative to goal orientation traits and independent contributions of training outcomes to the performance adaptability of trainees. The findings were consistent with the proposed model. In particular, self-efficacy and knowledge structure coherence made unique contributions to the prediction of performance adaptability after controlling for prior training performance and declarative knowledge. Implications and extensions are discussed. Copyright 2001 Academic Press.     

Trait Goal Orientation, Self-Regulation, and Performance: A Meta-Analysis

Purpose

The purpose of this paper is to meta-analytically examine trait goal orientation constructs and their relationships with the self-regulation variables of self-monitoring, self-evaluations, self-reactions, and self-efficacy as well as task performance across a range of contexts.

Design, Methodology, Approach

Data were gathered from published and unpublished research examining the goal orientation construct and self-regulation and/or task performance. Effect sizes from 102 research reports involving over 16,000 participants were included.

Findings

In general the mastery-approach goal orientation construct was positively related to the self-regulation and performance variables. Conversely, negative relationships were found between the performance-avoid goal orientation and those variables. Relationships between goal orientation and self-regulation tended to be higher compared to those found for goal orientation and performance. Overall, the findings support the discriminant validity of the three factors of goal orientation (mastery-approach, performance-approach, performance-avoid).

Practical Implications

Practitioners and researchers will benefit from learning that mastery-approach goal orientation consistently relates to self-regulation and task performance. The findings indicate that a mastery-approach goal orientation could serve as a meaningful predictor in selection processes or as an explanatory variable of motivation.

Originality/Value

The present study updates and expands upon past research by focusing on relationships of trait goal orientation across a variety of contexts. The results extend meta-analytic results to a wider range of self-regulatory variables.     

Goal orientation: effects on backing up behavior, performance, efficacy, and commitment in teams

The author examined the predictive validity of goal orientation in teams on both team process and outcome variables. Results indicate that when mean goal orientation scores were used as a way of describing team members' inputs, learning orientation was related to backing up behavior, efficacy, and commitment. The relationships between performance orientation and efficacy and commitment, however, were more complex and were clarified when task performance was also taken into account. Performance orientation had a negative effect on efficacy when task performance was low and a positive effect on commitment when task performance was high. The implications of these findings for theory and research on goal orientation in teams and team staffing are discussed.     

Examination of the Roles of Action-State Orientation and Goal Orientation in the Goal-Setting and Performance Process

This investigation examined the roles of action-state orientation and goal orientation in predicting task-specific motivation and performance in an academic context. Results showed that action-state orientation predicted performance independent of goal orientation, cognitive ability, self-efficacy and self-set goals. Goal orientation primarily related to self-efficacy beliefs, which predicted goals and performance. Although action-state orientation and goal orientation were correlated, they had independent relationships with task-specific goal-setting and performance variables.     

A moderated mediation analysis of children’s physical activity enjoyment

Grounded in expectancy value theory (EVT), a moderated mediation model predicting children’s physical activity (PA) enjoyment was tested. Ability beliefs and subjective task value were initially investigated as mediating the relationship between social support from friends and PA enjoyment. It was hypothesized that children play an active role in this socialization process with support seeking self-efficacy moderating the mediated relationships. Findings revealed PA social support from friends and PA enjoyment was mediated by PA ability beliefs, but this mediated relationship was conditional on children having average-to-high levels of support seeking self-efficacy. The mediated relationship between PA social support from friends and PA enjoyment through subjective task value was not moderated by support seeking self-efficacy. Results support the importance of instilling confidence in children to seek out PA support in order to maximize opportunities for PA enjoyment and suggest pathways may be more complex than originally posited in EVT.     

Coping With Physical Exertion and Negative Feedback Under Competitive and Self-Standard Conditions

The relationship between goal orientation, self-efficacy, perceived ability, effort, commitment, exertion, feedback tolerance, and process/outcome measures were investigated in 4 studies. In Study 1. feedback (win, lose, win/lose) in a competitive task (accuracy of dart throws) was manipulated. Results showed dart accuracy performance correlated significantly with ego orientation when feedback was positive (win opponent), but not when negative (lose) or alterable (lose/win). Self-efficacy and perceived ability after task familiarity predicted performance in all feedback conditions. In Study 2. a computer-simulated running task was performed by participants under 3 feedback modes (win. lose, win/lose) nested within 2 conditions (self-standard and against an opponent). Results indicated that ego more than task orientation accounted for the performance variance in all experimental conditions. Self-efficacy and task-specific psychological states accounted for 63% to 68% of the performance variance. In Studies 3 and 4. exertion time in strength and endurance tasks were related to the type of activity in which participants were engaged and their commitment and exertion tolerance in the specific tasks. Goal orientation and self-efficacy accounted for much of the exertion-time variables' variance, but they were not significant predictors.     

The Effect of Commitment to a Learning Goal,Self-Efficacy,and the Interaction Between Learning Goal Difficulty and Commitment on Performance in a Business Simulation

The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and goal commitment with performance was investigated using a highly complex business simulation. Participants (n?=?128) needed to acquire knowledge in order to perform the task effectively. The correlation between commitment to the learning goal and performance was positive and significant (r = .47, p < .001). Commitment was also a moderator of the learning goal–task performance effect. The relationship between self-efficacy and performance was partially mediated by commitment to the learning goal. Performance was a partial mediator of the relationship between goal commitment and self-efficacy. Seventy-five percent of the participants self-set a performance goal. The correlation between self-set performance goals and performance was positive and significant (r = .31, p < .001).     

Achievement goals, task performance, and interest: why perceived goal difficulty matters

In field studies, mastery goals, which focus on developing skill, often predict task interest but not actual performance. Performance-approach goals, which focus on outperforming others, instead often predict strong performance but not interest. Two experiments tested the hypothesis that these distinct goal effects trace to goal difficulty perceptions. In each study, participants assigned to a performance-approach goal perceived their goal to be harder, and therefore felt more performance pressure, than those assigned to a mastery goal. Among participants low in dispositional achievement orientation, this experience translated into lower task interest when pursuing the performance-approach goal. However, participants in both studies also performed the activity better when pursuing this goal instead of a standard mastery goal, although this was not mediated by self-reported goal difficulty perceptions. Finally, further demonstrating the role of goal difficulty, a mastery goal manipulated to appear more difficult than a standard mastery goal produced effects matching the performance-approach goal.     

The role of self-efficacy, goal, and affect in dynamic motivational self-regulation

In this paper, we examined the within-person relationship between self-efficacy and performance in an Internet-based stock investment simulation in which participants engaged in a series of stock trading activities trying to achieve performance goals in response to dynamic task environments (performance feedback and stock market movements). Contrary to the results of several previous studies, we found that self-efficacy was positively related to effort and performance, and goal level partially mediated the efficacy–performance relationship. We also found that participants’ affective reactions to performance feedback, measured as positive affect and negative affect, uniquely contributed to their motivation and performance either directly or by indirectly influencing their self-efficacy.     

The Roles of Self-Efficacy and Task Complexity in the Relationships Among Cognitive Ability,Conscientiousness, and Work-Related Performance: A Meta-Analytic Examination

Although cognitive ability and conscientiousness have been found to predict work-related performance, less is known about whether and when certain mediating variables help explain these relationships. This study examined meta-analytically whether self-efficacy mediates the cognitive ability-performance and conscientiousness-performance relationships, and whether task complexity moderates the extent to which self-efficacy mediates these relationships. Results indicated that cognitive ability and conscientiousness positively relate to self-efficacy, but that the magnitude of these relationships varies with task complexity. Furthermore, results showed that self-efficacy mediates the relationships of cognitive ability and conscientiousness with performance on simple tasks, but not on complex tasks. Implications and directions for future research are discussed.