Avoidance Goal Orientation Research Articles

The relevance of goal-orientation for motivation in high versus low proneness to negative symptoms

BackgroundThe psychological mechanisms of why individuals with negative symptoms fail to initiate and perform goal-directed behavior are not well understood. Drawing on the reward-sensitivity and expectancy-value theories, we investigate whether negative symptom-like experiences (NSLE) are associated with generating less approach goals (aimed at reaching a positive outcome) and more avoidance goals (aimed at avoiding a negative outcome) and whether this type of goal-orientation explains motivational deficits (i.e., perceiving goals as less feasible and important and being less committed to them). MethodsBased on the continuum model of negative symptoms, we identified two parallelized extreme groups with high and low levels of NSLE (n = 37, respectively) in an ad-hoc online-sample of healthy individuals (N = 262) using the Community Assessment of Psychic Experiences. In an online study, these participants were instructed to generate approach and avoidance goals and to rate each goal in terms of feasibility, importance and goal-commitment. ResultsParticipants with low levels of NSLE generated more approach than avoidance goals. Participants with high levels of NSLE showed no such difference due to increased numbers of avoidance goals. Furthermore, avoidance goal-orientation predicted reduced subjective feasibility and importance of goals and less goal-commitment. LimitationsResults are based on a healthy sample rather than people with psychosis. No longitudinal or behavioral data for goal-striving was collected. ConclusionPeople with NSLE generate more avoidance goals than controls. This is dysfunctional because it correlates with feeling less committed to reach one's goals. Optimizing goal-setting could be a promising starting-point for psychological interventions aimed at reducing negative symptoms.

领导者自恋与目标导向对团队创造力的影响研究：团队知识共享的中介作用

领导因素已被证明是影响团队创造力的重要因素，随着西方个体主义文化价值观的渗入，中国情境中具有自恋人格的领导者越来越多。本文分析领导自恋与目标导向的交互作用，并引入知识管理的中介机制。研究发现领导者自恋分别与学习目标导向、证明目标导向的交互作用能够显著促进团队创造力，而领导者自恋与回避目标导向的交互作用会明显抑制团队创造力。除证明目标导向外，团队知识共享对领导自恋与目标导向的交互效果起到了完全或部分中介作用。 Leader factors have been verified to have pivotal influence on team creativity. Along with the pe-netration of western individualism, leaders who possess narcissistic personality have emerged more often than ever in Chinese context. This study proposes two questions: 1) analysis of the interaction between narcissistic personality and goal orientation; 2) introduction about the mediation mechanism of knowledge management. The findings further indicated that the interaction between leader narcissism and learning goal orientation together with performance proven goal orientation can significantly promote team creativity, but the interaction between leader narcissism and performance avoiding goal orientation can significantly constrain team creativity. Besides, knowledge sharing can partially or totally mediate the relationship between the interaction of leader narcissism and three kinds of goal orientation and team creativity, except for proven goal orientation.

Managers’ informal learning: a trait activation theory perspective

Research focusing on how individual differences and the work context influence informal learning is growing but incomplete. This study contributes to our understanding of the antecedents of informal learning by examining the relationships of goal orientation, job autonomy and training climate with informal learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on informal learning. The sample included managers from a national restaurant chain in the United states. Higher levels of learning goal orientation, job autonomy and a supportive training climate were found to result in more informal learning. Congruent with trait activation theory, training climate moderated the goal orientation‐informal learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.

Knowledge management behavior and individual creativity: Goal orientations as antecedents and in‐group social status as moderating contingency

SummaryCreativity is an increasingly important domain of performance largely based on knowledge held and exchanged among employees. Despite the necessity of knowledge exchange, individual employees tend to experience mixed motivation caused by the inherent social dilemma of knowledge sharing. To pragmatically explain how individuals deal with this motivational dilemma, we propose an expanded framework of knowledge management behavior (KMB) that includes knowledge sharing, hiding, and manipulation. Individual choices among these KMBs may be driven by dispositional goal orientations. We also propose that the effects of KMB on creativity of employees vary depending on their social status in a work group. Our analyses based on 214 employees from 37 teams reveal that (i) learning goal orientation increases knowledge sharing and decreases knowledge manipulation; (ii) avoiding goal orientation increases knowledge sharing and manipulation; and (iii) proving goal orientation increases knowledge hiding and manipulation. Knowledge hiding is negatively related to employee creativity, particularly for employees with high social status. Knowledge manipulation is positively related to creativity, particularly for those with high social status. This study develops and validates a theoretical framework explaining the formative process and distinct outcomes of the multifaceted and strategic approaches to KMB at the individual level. Copyright © 2016 John Wiley & Sons, Ltd.

Dispositional differences in seeking autonomy- or dependency-oriented help: Conceptual development and scale validation

This paper presents integrated sets of studies testing whether stable personal tendencies in help-seeking behavior: autonomy-oriented (asking for help to learn how to fix a problem) versus dependency-oriented (asking someone else to fix it) could be established and reliably assessed. We report on the reliability and validation of a new self-report, Likert-scaled measurement of autonomous and dependent help-seeking styles. The five studies in three different cultural populations include exploratory and confirmatory factor analyses, cross-cultural comparisons, analysis of ecological and predictive validity in both academic and job settings, and an examination of the questionnaire's convergent validity(total n=1047). Self-reported preference for autonomy-oriented help predicted higher ratings of performance by supervisors in job settings. Dependency-oriented help seeking was found to be associated with an avoidance temperament and a performance avoidance goal orientation, and autonomy-oriented help seeking with an approach temperament and a mastery approach goal orientation. Suggestions for further theoretical research and practical applications of the new scale are discussed.

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

Modeling Goal Setting Within a Multimedia Environment on Complex Physics Content

Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring, it has yet to been examined if a secondary behavior such as goal setting can be influenced. The present study investigated whether observing virtual humans engaging in a tutoring session on a difficult learning topic, rotational kinematics, with embedded positive goal-oriented dialogue would increase knowledge of the material and perpetuate a shift in an observer's goal orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pretest to posttest knowledge retention tests. Significant negative changes from pretest to posttest occurred across conditions for LGO. Additionally, significant increases from PAVGO pretest to posttest were observed in the control condition; however, PAVGO did not significantly change in the experimental condition.

초등과학영재의 정서지능과 성취목표지향성이 진로성숙도에 미치는 영향

The purpose of this study was to identify the influence of emotional intelligence and achievement goal orientation on career maturity for elementary scientific gifted students. For this purpose, emotional intelligence test, achievement goal orientation measure and career maturity test were used. Sample of the study was consisted of 107 science gifted students and 98 general students in Y City, Gyeonggi Province. The results of this study were as follows. First, scientific gifted students showed higher score than general students, whereas general students had highest score in type of avoidance goal orientation of achievement goal orientation. Also, scientific gifted students showed highest score in mastery goal orientation of those. Second, the correlation between emotional intelligence and career maturity of scientific gifted students showed significantly positive score in almost all the subelements. As a result of conducting a regression analysis on the influence of emotional intelligence on career maturity of scientific gifted students, job planning and self-understanding of career maturity were impacted by emotional intelligence, whereas independence was low influence by emotional intelligence. Third, for the correlation between achievement goal orientation and career maturity of scientific gifted students, mastery goal orientation of achievement goal orientation had positive relationship in almost all the subelements, whereas mastery avoidance goal orientation and performance-avoidance goal orientation had negative correlation. Also, as a result of conducting a regression analysis on the influence of achievement goal orientation on career maturity of scientific gifted students, achievement goal orientation had influence on all the subelements of career maturity.

Deconstructing performance goal orientations: The merit of a dimensional approach

Achievement goal research often differentiates performance approach from performance avoidance goal orientations. On a conceptual level, both performance goal orientations are supposedly founded in a shared normative evaluation standard, and two diverging goal valence dimensions (approach/avoidance). The aim of this article is to put this dimensional model to the test. In a first cross-sectional study (n=321 pre-service teachers), we extracted all three underlying dimensions from items measuring performance goal orientations and successfully validated them with corresponding dispositional constructs (reference norm, regulatory focus). In a second longitudinal study (n=1290 secondary school students), we showed that the extracted dimensions are meaningfully associated with antecedents (perceived competence, perceived competitiveness) and consequences (performance anxiety, interest) of performance goal orientations. The result pattern of both studies shows that a dimensional approach can explain the characteristic associations of performance goal orientations to antecedents and outcome variables as well as their interdependence.

Probing the role of demotivation in avoidance goal orientation among EFL learners at private language institutes

The present study delved into English as foreign language (EFL) learners' de-motivation by investigating its role in students' avoidance goal orientation. To do so, the Persian version of the 'de-motivation scale' translated and validated by Ghanizadeh and Jahedizadeh (forthc.) and the Persian version of Achievement Goal Orientation Inventory translated and validated by Rezaee and Kareshki (2012) were used. The former measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. The latter measures three dimensions of students’ goal orientations: mastery- approach, performance- approach, and performance-avoidance. The findings of the study yielded via correlation revealed that all six demotivators positively and significantly predicted students' avoidance goal orientation with teachers and experiences of failure having the highest impact. The lowest correlation was detected between characteristics of classes and avoidance goal orientation. The results of regression analysis indicated that about 14 percent of variability in students' avoidance goal-orientation can be accounted for by demotivators.

Determining Preservice Teachers’ Goal Orientations for Learning through Card Sorting Activity

This study aims to investigate what preservice teachers’ goal orientations are in the learning environment through the card-sorting activity. Moreover, this study aims to examine preservice teachers’ goal orientations in terms of certain variables such as gender, class level and department type. Participants consisted of preservice teachers attending different departments at Nevşehir Hacı Bektaş Veli University in Turkey. In this research, the card-sorting activity and a semi-structured interview form were used as data collection tools. As suggested by Friedrichsen and Dana (2003; 2005) in the literature, to identify preservice teachers’ goal orientations for learning, a card-sorting activity consisting of scenarios was prepared and used by the researchers. In the card-sorting activity, goal orientation scenarios were formed according to Elliot and McGroger’s (2001) 2x2 goal orientations structures. Scenarios and the semi-structured interview form which were used in this research were formed upon consulting specialists. This study was designed in the case study approach of the qualitative research methodology. Finally, the data collected were analyzed by the descriptive analysis technique. The results indicated that preservice teachers associated themselves with the learning approach goal orientation the most and the performance avoidance goal orientation the least. Recommendations for implementation were offered to practitioners. Keywords: Preservice teachers, goal orientations, card-sorting activity, semi-structured interviews

Linking Failure Feedback to Individual Creativity: The Moderation Role of Goal Orientation

The sense-making theory of creativity is extended by identifying failure feedback as a process that shapes creative interpretations and actions. We also consider the moderating effect of goal orientation on the relationship between failure feedback and individual creativity, according to the sense-making theory. A 2-waves survey data from 345 R&D employees and their supervisors in five Chinese high-tech companies indicated: (a) supervisors’ failure feedback positively correlates with incremental and radical creative performance, (b) learning goal orientation strengthens the relationship between failure feedback and creativity, and (c) avoidance goal orientation attenuates the relationship between failure feedback and creativity. The findings suggest that goal orientations play roles in optimizing failure feedback effects on creativity outcomes.

Is Competition Engaging? Examining the Interactive Effects of Goal Orientation and Competitive Work Environment on Engagement

Contemporary work environments are growing increasingly competitive. However, some employees may “fit” with such environments better than others. This study examined how the relationship between employees’ goal orientations (learning, proving, and avoidance) and engagement is influenced by the competitive environment of their workplace. By investigating the interactive effect of goal orientation and competitive work environment, this research expands our understanding of factors leading to engagement. We tested our model using a sample of 345 working adults from a variety of organizations across several different industries. Results indicate that learning goal orientation was positively related to engagement while avoidance goal orientation was negatively related to engagement. Competitive work environment (CWE) interacted with learning orientation and proving orientation to predict engagement. We conclude with a discussion of the implications of our results for human resource management. © 2015 Wiley Periodicals, Inc.

Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments

AbstractThis study examined the direct and indirect effects of medical clerkship students' prior knowledge, self‐regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, self‐efficacy and performance approach goal orientation. The learners' self‐regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments.

The relation between goal orientation and occupational withdrawal

Purpose– The purpose of this paper is to test the relation between employee goal orientation and occupational withdrawal intentions and behaviors considering employee satisfaction a mediator in the relations.Design/methodology/approach– Survey data were obtained from a sample of 241 licensed real estate professionals using a self-administrated questionnaire. Mediation hypotheses were tested using Smart PLS.Findings– The results indicate that job satisfaction fully mediates the relation between learning goal orientation and occupational withdrawal intentions and behaviors. A direct positive relation was found between avoid goal orientation and occupational withdrawal intentions and behaviors.Practical implications– Worker shortages in many occupations increases the importance of the ability to understand and predict occupational withdrawal behaviors.Originality/value– This study adds to the literature by considering goal orientation as an individual employee characteristics central in predicting and understanding occupational attitudes and withdrawal intentions and behaviors.

The role of achievement goal orientations and interest on metacognitive strategy use of preservice science teachers

The purpose of this study was to determine contribution of achievement goal orientations and personal interest on prediction of metacognitive strategy use of preservice science teachers. This study was conducted with three hundred and twenty-two preservice science teachers who are freshmen, sophomore, junior and senior of elementary science education program. Data was collected by using three instruments which are “Metacognitive Self-Regulation Subscale ofMotivated Strategies for Learning Questionnaire”, “Achievement Goals Questionnaire” and “The Academic Interest Questionnaire”. Data was controlled with respect to reliability and validity. The collected data was analyzed by hierarchical regression. Results of this analysis showed that mastery approach goal orientation predicted significantly metacognitive strategy use of preservice science teacher in science course. On the other hand, mastery avoidance, performance approach, performance avoidance goal orientations and personal interest was not founded to predict significantly to metacognitive strategy use.

Workplace Goal Orientation

A measure for workplace goal orientation was developed and validated across three independent samples. In Study 1 (n = 415), scales for workplace learning, performance, and avoidance goal orientation were developed. Study 2 (n = 511) examined the scales’ associations with dispositional goal orientations and employee achievements. Study 3 (n = 292) investigated the scales’ associations with several workplace characteristics, that is, autonomy, challenging work, and Leader-Member Exchange (LMX). The data were analyzed with confirmative factor analysis and structural equation modeling. Overall, the findings indicate that the scales were reliable, measured distinct constructs, were distinct from measures for dispositional goal orientation, contributed to the prediction of self-reported achievement beyond the effect of dispositional goal orientation, and had meaningful relationships with workplace characteristics. As such, the new measure appears a valuable tool for measuring workplace goal orientation that can be used for theoretical and applied purposes.

Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.

The Interactive Effect of Modeling Strategies and Goal Orientations on Affective, Motivational, and Behavioral Training Outcomes

This experimental study focuses on the interactive effect of two modeling strategies and three goal orientations on affective, motivational, and behavioral training outcomes. In this study, 275 trainees participated in a corporate training program. Their goal orientation was measured prior to experimentation, and participants were randomly assigned to a positive-only or a mixed-model display during training. Results showed interaction patterns that differed across a variety of training outcome measures: Trainees exposed to the positive-only models reported higher utility reactions when they held avoidance goal orientations, while those with performance goal orientation reported higher self-efficacy after training. Finally, trainees exposed to the mixed model who held learning goal orientation, demonstrated higher levels of behavior reproduction of the training content. These results are discussed for their practical and theoretical implication for the training context.

The effects of achievement goal orientations and safety climate on safe and unsafe behavior

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.