Vicissitudes of goal commitment: Satisfaction,investments, and alternatives

Constructs typically used to understand commitment between individuals were used to elucidate individual differences in goal commitment. In Study 1, 299 college students completed assessments of goal satisfaction, investments, alternatives and commitment regarding an academic goal. Structural equation modeling demonstrated confirmatory evidence for satisfaction’s, investments’, and alternatives’ collective impact on people’s goal commitment. In Study 2, the model components were manipulated by having 236 college students considered the goal to learn a new language and read information suggesting they were high or low in satisfaction, investments, and alternatives. Results demonstrated all three factors had a causal impact on people’s level of goal commitment. Both studies found an individual’s level of goal commitment was strongest when satisfaction and investments were high and the impact of alternatives was low.     

Fitness of Job Type and Management by Objectives: Mediating Effects of Perception of Effectiveness and Goal Commitment and Moderating Effects of Supervisor's Behavior

Abstract : This study investigated the influence of job type (line or staff) on perceptions of management‐by‐objectives (MBO) effectiveness, goal commitment, and goal‐attainment behavior, as well as mediating effects of perceptions of MBO effectiveness and goal commitment and moderating effects of supervisor behavior. Participants were 152 employees of a factory that manufactures drugs for a Japanese pharmaceutical company. The primary duties of line personnel involved production. The duties of staff personnel who supported production included supplying materials and production planning. Results indicated that line personnel perceived MBO as a more effective system for improving individual performance and showed higher goal commitment and more active behavior related to goals than staff personnel. Although perception of MBO effectiveness was related to goal commitment, it had no mediating effect. Goal commitment mediated between job type and goal‐attainment behavior. Supervisors’ goal‐setting behavior had different positive effects on goal commitment and goal‐attainment behavior for those in line and staff positions. MBO was a better fit for line positions than staff positions. However, supervisor behavior increased goal‐attainment behavior in staff positions. The results indicated that it is important for supervisors in a business organization to operate a management system flexibly.     

The Effects of Commitment to Performance Goals on Effort1

The laboratory experiments were designed to examine the effects of commitment to a performance goal on the level of effort exerted to achieve the goal. In both experiments, college students worked on two memorization tasks and, after receiving performance feedback on the first task, commitment to either an easy or a more difficult goal for the second task was varied. In the first experiment, goal commitment was manipulated either by giving the students perceived choice over setting their goal or by assigning them to one of the two goal levels. In the second experiment, goal commitment was manipulated by publicly identifying students' goals or by keeping the goals private. To assess effort, participants were allowed to spend as little or as much time as they desired studying for the second task. In both experiments, the commitment manipulations (high choice or public identification) led to significantly greater persistence in studying, regardless of the goal level. In addition, high-commitment subjects tended to be more successful in reaching their goals than low-commitment subjects. These experiments suggest that commitment to a goal has motivational properties that prompt an increase in effort.     

Goal projection in public places

Three studies investigated the phenomenon of goal projection in everyday life considering three moderators: goal commitment, the perceived similarity of the target person, and goal attainment. Moviegoers' (Study 1) highly committed to see a particular movie projected this goal onto other movie patrons. Commuters (Study 2) highly committed to catch a certain train projected this goal onto other commuters, given that these commuters were perceived as similar. Shoppers (Study 3) projected buying a particular item when both their goal commitment and the perceived similarity of another shopper were high, and the goal was not yet attained. The results imply that goal projection is part of our everyday life and is fostered by high‐goal commitment, perceiving others as similar, and ongoing goal striving.     

Goal Commitment and Performance: An Empirical Study Incorporating Role‐Stress Literature to Reveal Functional and Dysfunctional Influences

This study integrates the goal‐commitment and role‐stress literatures in a model to reveal functional and dysfunctional influences of goal commitment on role performance. In a sample of headmasters, we found empirical support for a role‐clarifying process suggesting that high commitment reduces role ambiguity and is ultimately positive for role performance. Our model also supports the dysfunctional effect of commitment through a role‐complicating process in which commitment drives role overload, which is negative for role performance. By including self‐efficacy in our model, we were better able to understand the positive and negative experiences of highly committed individuals. Contributing to the existing literature on role stressors, this study's results indicate that self‐efficacy mediates the influences of role stressors on role performance.     

Dynamics of self-regulation: How (un)accomplished goal actions affect motivation

Two factors increase the motivation to adhere to a goal: goal commitment and lack of goal progress. When people ask about commitment, focusing on what they have accomplished (to date) signals to them high commitment and increases motivation. Conversely, when commitment is certain and people ask about goal progress, focusing on what they have yet to accomplish (to go) signals to them lack of progress and increases motivation. Accordingly, 4 studies show that emphasizing to-date information increases goal adherence when commitment is uncertain--that is, when participants study for a relatively unimportant exam, consume luxuries, fulfill a desire, and make first-time contributions to a charity. Conversely, emphasizing to-go information increases goal adherence when commitment is certain--that is, when participants study for an important exam, consume necessities, fulfill a need, and make repeated contributions to a charity.     

Pre- versus postdecisional deliberation and goal commitment: The positive effects of defensiveness

Building on Gollwitzer's (1990) mindset theory of action phases, it is proposed that the effects of assigned balanced deliberation on subsequent goal commitment are moderated by people's pre- versus postdecisional status. A balanced deliberation and impartial assessment of pros and cons is expected to reduce goal commitment in predecisional individuals, whereas a distortion of the assigned balanced deliberation and a partial focus on the pros of goal pursuit should defend and strengthen goal commitment in postdecisional individuals. Indeed, in Study 1, assigned deliberation on the pros and cons of pursuing a focal goal promoted stronger reported goal commitment in participants who had decided to pursue this goal, but reduced goal commitment for people who had not yet made such a decision. In Study 2, the same pattern of results emerged when goal commitment was indicated by planning to act on the goal. Study 3 replicated findings using a different decision status manipulation and goal persistence as a measure of commitment. Finally, results of Study 4 suggested that the increase in commitment produced by defensive postdecisional deliberation is consequential as it was found to drive real-life behavior by promoting goal-directed action. Moreover, Study 2: deliberation effects on subsequent planning activity, Study 3: deliberation effects on goal persistence, Study 4: deliberation effects on real-life behavior explored the underlying process and provided evidence that it is the partial focus on the pros of goal pursuit, meant to defend existing goal commitment, that drives postdecisional deliberation's strengthening effects on goal commitment. Implications for mindset theory, goal commitment theory, and decision making are discussed.     

社会公平感对不同阶层目标达成的影响及其过程

基于目标追求理论和社会阶层心理学的相关理论, 本文通过3个研究, 逐步深入地考察了社会公平感对不同阶层个体目标达成的影响作用及其过程。研究1为相关研究, 考察了高低阶层成人被试的教育领域社会公平感与为孩子进行教育投入的目标承诺及目标达成之间的关系; 研究2为准实验研究, 通过操纵公平或不公平教育情境启动公平感, 考察其对高低阶层中学生的学习目标承诺与目标达成的影响; 研究3为实验研究, 通过实验操纵社会公平感和社会阶层, 考察社会公平感对高低阶层大学生的实验任务目标承诺和目标达成的影响。研究发现, 社会公平感通过正向影响低阶层者的目标承诺, 进而正向影响其目标达成; 而对于高阶层者来说, 变量之间这些关系则不显著。这表明：相对于高阶层来说, 低阶层者的目标追求易受社会公平感的影响; 低阶层者的社会公平感水平越高, 其追求目标的动机水平就越高, 进而越有利于目标达成。     

Attenuating depletion using goal priming

This research examines how goal priming can attenuate the depletion effect. Using different self-control goals (i.e., savings and healthy eating) and different measures of self-control ability (i.e., willingness to buy and actual consumption), this study reveals that when people were primed with cues related to a self-control goal and then depleted, the effect of depletion on a subsequent self-control task (related to the primed goal) became attenuated. Also, depleted people, relative to nondepleted people, reported a lower level of commitment to a self-control goal; however, when cues related to a self-control goal were primed, their level of goal commitment increased, weakening the depletion effect. This research clarifies questions related to the process underlying depletion, while highlighting the importance of goal commitment (a measure of motivation) in understanding depletion.     

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).     

Approach and Avoidance Relationship Commitment

The current paper proposes that relationship commitment is a goal; and as such, is regulated by the approach and avoidance dimensions. We suggest that two types of commitment exist: approach commitment, the desire to maintain and continue the relationship, and avoidance commitment, the desire to avoid relationship dissolution. Specifically, approach commitment is associated with a desire for future relationship incentives and rewards; and avoidance commitment is a desire to avoid the negative consequences or costs of relationship dissolution. In this paper, we evaluate previous research on relationship commitment from an approach and avoidance goal theory perspective, and then present an approach and avoidance commitment model and hypotheses testable in future research.     

The Effects of Participation in Goal Setting and Goal Rationales on Goal Commitment: An Exploration of Justice Mediators

The interactive effect of participation in goal setting and goal rationales on goal commitment was examined in the present study. Two justice mediation models that might explain these effects were also hypothesized. The results of a laboratory study demonstrated that goal rationales were especially important for increasing goal commitment when goals were assigned rather than participatively set. Support was also found for the role of interactional justice in mediating the effect of goal rationales on goal commitment; however, the hypothesis that procedural justice would mediate the effect of goal participation on goal commitment was not supported.     

The Impact of Need for Achievement Components on Goal Commitment and Performance

A laboratory study examined the effects of components of need for achievement on goal commitment and performance. It was predicted that need for mastery and need for work are related to goal commitment. It was also predicted that need for mastery and need for work are more highly related to goal commitment than competitiveness, given the characteristics of the task environment. Finally, goal commitment was expected to mediate the effects of need for mastery and need for work on performance. Fifty-four undergraduate students performed nine trials of a complex task and completed a need for achievement scale composed of four subscales. Support was obtained for the first two predictions, and evidence of a sequential model partially supported the third prediction.     

The relationship between career growth and organizational commitment

This research examines the relationship between employees' career growth and organizational commitment. Career growth was conceptualized by four factors: career goal progress, professional ability development, promotion speed and remuneration growth, while organizational commitment was conceptualized using Meyer and Allen's (1997) three component model. Survey data, collected from 961 employees in 10 cities in the People's Republic of China, showed that the four dimensions of career growth were positively related to affective commitment, and that three of the facets were positively related to continuance and normative commitment. Only three of eighteen two-way interactions among the career growth factors affected organizational commitment, suggesting that the career growth factors influence commitment in an additive rather than a multiplicative manner.Results focus on how career growth can be used to manage organizational commitment.     

The influence of monetary incentives on goal choice,goal commitment,and task performance

This study was designed to investigate the mechanism by which monetary incentives influence goal choice, goal commitment, and task performance. It is hypothesized that the explanation for incentive effects on goals and performance is in their influence on mediating events. A model attempting to explain the process of goal choice, work motivation, and performance in terms of cognitions is presented. Subjects were recruited for 5 days of part-time employment in a simulated organization to perform a clerical data transfer task. The 130 subjects were assigned randomly to 7 experimental conditions differing in terms of the magnitude of incentive offered for various levels of performance. The quantity and quality of performance was recorded daily and research questionnaires were administered at different times during their employment. Results provide support for the model presented and therefore suggest that the process of goal choice and commitment is central to understanding how incentives influence goals, motivation, and performance. The model provides a useful basis for investigating the relationships between organizational context and employee cognitions and for integrating goal setting with expectancy theory. The findings and future research issues are discussed.     

Goal assignment and performance: Assessing the mediating roles of goal commitment and self-efficacy and the moderating role of power distance

This study investigated the effect of goal assignment on the goal commitment, self-efficacy, and performance of individuals who differed on the power distance cultural value dimension. Data were collected from 143 university students in Australia. They were randomly assigned to either a participative or assigned goal setting condition to complete class schedules. Instructional method (i.e., “tell and sell”) and research administrator supportiveness were held constant across the two conditions. Consistent with previous findings, it was hypothesized that self-efficacy and goal commitment would mediate the relation of goal assignment and performance. Extending previous research, it was hypothesized that power distance would moderate the relation of goal assignment and each of goal commitment, self-efficacy, and performance. Hierarchical regression analyses fully supported the mediating and partially supported the moderating hypotheses. Moreover, multigroup structural equation modeling (MSEM) indicated that for low power distance individuals only, self-efficacy mediated the effect of goal assignment on performance.     

Effective pursuit of personal goals: The fostering effect of dispositional optimism on goal commitment and goal progress

Personal goals play a leading role in directing behavior and influencing well-being. Thus, it is important to assess goal dimensions promoting effective goal pursuit. The current research aimed at identifying the best predictors of goal pursuit, operationalized as perceived goal progress, among goal-related variables and individual differences in dispositional optimism. Two studies examined the influence of optimism on goal progress, commitment, expectancy, value, and conflict. Moreover, the mediation effect of expectancy in the relationships among optimism, commitment and progress was assessed.Participants in the first cross-sectional study were 283 young people (19–32 years old), whereas participants in the second longitudinal study were 409 people (19–71 years old). They reported their most important personal goals and rated each of them with respect to goal progress, conflict, expectancy, commitment, and value. Dispositional optimism was also assessed.In both studies, multilevel and mediational analyses demonstrated the fostering role of optimism on perceived goal progress and commitment through the mediation of goal expectancy. Thus, optimists are more likely than pessimists to report more perceived progress in their pursued personal goals. By clarifying the role of optimism in fostering goal progress and commitment, this research provides insight on how effective goal pursuit could be promoted.     

Goal Commitment Buffers the Negative Effects of Perceived Abusive Supervision

Abstract

The effects of abusive supervision may be more intricate than what reason would suggest. To examine why individuals may respond differently to perceptions of supervisor abusive, this study relies on goal-setting theory to present a model that accounts for the influence of abusive supervision on job performance and organizational deviance. To be precise, motivation control and self-defeating cognition are proposed to mediate the interaction of perceived abusive supervision with goal commitment in predicting organizational deviance and job performance. In particular, the extent to which goal commitment alleviates the deleterious effects of abusive supervision is examined such that when goal commitment is high, the indirect effects of perceived abusive supervision on job performance and organizational deviance via motivation control and self-defeating cognition were predicted to be weaker. The proposed model was supported by multisource and multiwave data. The understanding of when the deleterious effects of supervisor abuse as perceived by followers are likely might help the human resource personnel to adopt measures that buffer against such outcomes.     

Dimensions of perfectionism and goal commitment: A further comparison of two perfectionism measures

Research on perfectionism has suggested that a strong association exists between the setting and striving for excessively high standards. However, the motivational aspects of perfectionism have yet to be empirically identified. The purpose of the present study was to evaluate the usefulness and psychometric properties of a new goal commitment scale by assessing commitment to perfection in seven content areas. In addition to identifying individual differences in perfectionism goal commitment, the current research also investigated the association between commitment to perfectionism and trait indices of perfectionism. A sample of 261 students rated degree of commitment to perfectionistic goals and completed two multidimensional perfectionism scales that assess the personal and social aspects of perfectionism. Analyses confirmed the presence of individual differences in perfectionism goal commitment. Correlational tests revealed that the trait perfectionism dimensions were correlated with the goal commitment measure, but the findings varied as a function of the specific perfectionism goal. Overall, the current data are consistent with the view that the perfectionism construct has a salient motivational component. Our findings suggest that the assessment of goal commitment is a useful means of examining specific facets of the perfectionism construct.     

Effects of participative vs assigned goals and feedback in a multitrial task

A dynamic multitrial perspective on goal setting was adopted in order to investigate the effects of both goals (assigned vs participative) and goal-discrepant performance feedback on subsequent goal commitment and performance. Eighty subjects were initially assigned to either an assigned or participative goal condition, and performed a multitrial task with all subjects receiving goal discrepant performance feedback following the first task trial. Assigned rather than participative goal setting led to higher goal commitment, and large goal/feedback discrepancies led to greater reductions in subsequent goals. Because of these goal changes, the ability of initial goals to predict performance decreased over trials. However, when goal commitment, which reflects revised goals, was also considered, the ability to predict performance actually increased over trials. A moderating effect for need achievement was obtained such that higher-need achievers were more goal committed and performed better under participative goal setting than low-need achievers. Discussion focused on the practical and theoretical importance of a dynamic goal-setting perspective in explaining and predicting responses to goals and feedback systems.