Goal Content Research Articles

Are Extrinsic Goals Detrimental to Public Service Motivation? A Panel Analysis Based in Taiwan

ABSTRACT The relationship between utilitarian incentives and public service motivation (PSM) has long been a core issue in public administration research. Scholars have accumulated ample evidence regarding how the pursuit of monetary rewards can affect PSM, but we know relatively little about the effect of various non-monetary rewards on PSM. The pursuit of utilitarian incentives, in goal content theory (GCT), is referred to as extrinsic goals. The present study identifies multiple extrinsic and intrinsic goals and tests whether pursuing extrinsic goals relative to intrinsic goals compromises PSM. Regression results based on panel data collected from Taiwanese public servants in 2018 and 2019 render support to this proposition.

The Role of Curiosity in Virtual Environments: A Conceptual Integration.

Brands need to have a digital strategy. Yet, it is difficult to grab consumers' attention in virtual environments. We present the Curiosity in Virtual Environment (CVE) model, which integrates empirical and conceptual work on virtual environments, goal content, and curiosity. The model seeks to serve as a guiding framework and tool for research scholars and practitioners working in virtual environments who want to communicate with consumers. To elaborate and present the CVE, we first discuss the main characteristics of virtual environments and types of goal contents, followed by a brief introduction to the theoretical developments of curiosity. The model is then introduced, showing four quadrants in which practitioners should have an easier (more difficult) time grabbing consumers' attention. We then conduct a selective review of experimental studies on curiosity and consumption, identifying three voids in the field. We finish the article by suggesting directions for future research and acknowledging the limitations of the CVE model.

An Evaluation of Annual Goals for Rural Students Who Are Receiving Special Education Services: A Comparison of Disability Categories

In this article, we describe the exploration of the content and quality of annual goals included in the Individualized Education Programs (IEPs) of students with disabilities in one rural U.S. school district. We utilized content analysis to understand the district’s service delivery model comprehensively. Findings revealed disparities between inclusive placements and special education service delivery, suggesting that, despite high rates of inclusive placements noted on IEPs, most services occurred outside general education classrooms, especially for students with intellectual and developmental disabilities (IDD). We evaluated the quality and rigor of 546 annual goals using a rubric adapted from Kurth et al. Only 37.7% of goals were rated as rigorous, highlighting a need for clearer, more specific, and applicable goals. Notably, communication goals for students with IDD were largely absent, raising concerns about support for meaningful participation in general education settings. In addition, special factors related to communication and assistive technology were not consistently addressed in IEPs. We discuss implications for improving educational experiences for students who qualify for special education services under IDD in rural schools and highlight the value of further research and actions in this area.

Goal setting in later life: an international comparison of older adults’ defined goals

BackgroundStudies of goal setting in later life tend to focus on health-related goal setting, are pre-determined by the researcher (i.e., tick box), and/or are focused on a specific geographical area (i.e., one country). This study sought to understand broader, long-term goals from the perspective of older adults (65 + years) from Australia, New Zealand (NZ), United Kingdom (UK), Ireland, Canada, and the United States of America (USA).MethodsThrough a cross-sectional, online survey (N = 1,551), this exploratory study examined the qualitative goal content of older adults. Thematic analysis was used to analyze the qualitative data, and bivariate analyses were used to compare thematic differences between regions and by participants’ sex.ResultsOver 60% of the participants reported setting goals, and participants from the Australia-NZ and Canada-USA regions were more likely to set goals than the UK-Ireland region. The following six overarching themes were identified from the 946 goals reported: health and well-being; social connections and engagement; activities and experiences; finance and employment; home and lifestyle; and attitude to life.ConclusionsThis study supports previous research that demonstrates that older adults can and do set personal goals that are wide ranging. These findings support the need for health professionals to consider different methods for elucidating this important information from older adults that builds rapport and focuses on aspects viewed as more important by the older adult and therefore potentially produces improved health outcomes.

Goal-setting practices in sport psychology: An investigation into practitioner experiences

Investigators undertaking goal-setting research in sport have often focused on the effects of goal content, while those writing professional practice literature have suggested how practitioners could set goals with clients. Few empirical investigations have concentrated on understanding how and why sport psychology practitioners (SPPs) use goal setting or the active ingredients contributing to intervention effectiveness. By adopting a 2-stage, multiple methods approach, we aimed to identify how and why SPPs used goal setting and what contributed to their successful and unsuccessful experiences of setting goals. In Stage 1, 84 accredited/certified SPPs and 16 SPPs in training on an accreditation/certification pathway completed an online survey to identify how and why they set goals. In Stage 2, we conducted semi-structured interviews with 14 participants that explored their experiences of goal setting and elaborated on findings generated in Stage 1. Our findings illustrate that goal setting is a dynamic process, and we identified several common steps across participants. Goal setting was used to enhance psychological and performance outcomes, but the process was influenced by client, contextual, and practitioner factors. Aspects perceived to influence the effectiveness of goal setting included: the attitude of the client toward goal setting; setting appropriate goals; and reflecting, tracking, and monitoring progress. When implementing goal setting in practice, our findings suggest that SPPs can expect steps of the intervention to differ between clients. Furthermore, practitioners might consider the commitment of the client to the process and following up after the intervention as factors that could contribute to successful outcomes. Lay summary: Sport psychology practitioners (SPPs) reported taking different steps to educate and evaluate their clients before they set goals. After setting goals, SPPs prepared clients to work toward them and followed up on their progress. A client’s attitude toward goal setting, setting appropriate goals, and monitoring progress were reported to contribute to successful goal-setting interventions.

Sustainable Fashion in New Era: Exploring Consumer Resilience and Goals in the Post-Pandemic

This study examines the underlying mechanisms that lead to sustainable fashion consumption in the post-COVID-19 pandemic era. Particularly, this study explores the complex relations between resilient coping mechanisms, consumer life goals, and sustainable fashion consumption, combining Goal Content Theory and the Consumer Sustainability Orientation framework. The findings obtained from partial least squares structural equation modeling analysis using 503 responses confirm that resilient coping positively influenced both intrinsic and extrinsic life goals. While intrinsic goals reinforce all aspects of sustainability orientation (ecological, social, and economic), extrinsic goals show a contrasting effect—positively affecting economic orientation but negatively impacting ecological and social dimensions. Among sustainability orientations, the ecological dimension had a significant positive effect on sustainable fashion consumption behavior. The research also reveals that resilient coping directly improves social and economic dimensions of sustainability orientations, but it does not significantly influence ecological orientation. This study offers insight into differentiated marketing communication strategies for retailers depending on consumers’ goals—intrinsic or extrinsic—and implies the importance of the dynamic impact of each dimension of sustainability orientation on consumers’ sustainable fashion consumption choices.

The Development of Intangible Cultural Heritage Curriculum Based on Experiential Learning Theory to Improve Undergraduate Students Understanding in Intangible Cultural Heritage

This research aimed to 1) study the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, 2) develop a curriculum of intangible cultural heritage based on experiential learning theory, and 3) compare undergraduate students' understanding of intangible cultural heritage before and after teaching. The sample group was 50 students who were selected to attend the Intangible Cultural Heritage curriculum in the spring semester of 2023. The research tools were 1) Lesson plans 2) a Questionnaire on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, 3) an Interview form on the current situation and existing problems regarding students' understanding of intangible cultural heritage, 4) understanding intangible cultural heritage test, 5) Observation of Students' Behavior form, and 6) Interview form on opinions about teaching. This study was conducted in three steps: 1. The study on the current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage, 2. The development of a curriculum of intangible cultural heritage based on experiential learning theory, and 3. The experimental and improvement of curriculum. The results of the study showed that: 1)The current situation and existing problems of the intangible cultural heritage of college students have three aspects: students, teachers, and the school environment. The most important current situation and existing problems of undergraduate students 'understanding of intangible cultural heritage was the school environment aspects. 2)The Curriculum of intangible cultural heritage based on experiential learning theory includes 6 elements: Principle, Goal Contents, Learning process, Learning resource, and Evaluation. The learning process consisted of 4 steps: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization, 4) Active Experimentation 3)The curriculum based on experiential learning theory can improve undergraduate students' understanding of intangible cultural heritage.

All physical activities are not created equal: differential effects of goal contents, psychological need satisfaction, and flow in physical activity on satisfaction with life

Regular physical activity (PA) is linked with greater satisfaction with life (SWL), but is this effect equivalent for all PAs? Or do effects and causal paths of PA on SWL differ depending on goal contents in PA? PA practitioners (N = 1900) reported goal contents in exercise (GCE), psychological need satisfaction (PNS), and flow in PA, as well as SWL. Cluster analyses and multi-group structural equation modeling were used to analyze differential effects of study variables on SWL. Four clusters based on GCE were identified and labeled (health-management, n = 652; team-skill, n = 412; social-recognition, n = 494; and low-goals, n = 342). Differential effects on SWL were observed via distinct causal paths: social affiliation and relatedness predicted SWL in the health-management cluster; skill development, competence, and flow in the team-skill cluster; and flow alone in the low-goals cluster. The amounts and the ways in which SWL can be derived from PA practice differ between clusters based on different goal contents. Thus, tailored PA programs may identify distinct goal profiles in order to cater to these separately, orienting them towards either sports-like team practices fostering skill development, perceived competence, and flow; or individually practised and autonomously endorsed PAs facilitating health management, group affiliation and relatedness.

How do students’ learning goals differ? A text mining approach to reveal the individual differences

Extensive research has demonstrated that setting learning goals could benefit academic performance, learning motivation, and attendance rate. The current research further focused on the content of learning goals with the text mining approach. This research uncovered three main differences between high-achieving students and their counterparts. Specifically, high-achieving students exhibited a higher tendency to devise goals aligning with the course objectives. They were more driven by their desire for academic excellence and personal growth. Lastly, they expressed themselves with higher linguistic alignment with the context. This research enriched the understanding of the characteristics of learning goals and provided practical implications for educators to develop a more inclusive and supportive learning environment that address diverse student needs.

Employee Work Values Orientation and Job Performance in the Motor Vehicle Industry in Kenya

The objective of the study was to establish the relationship between employee work values orientation and employee job performance in the motor vehicle industry in Kenya. This relationship was tested using corresponding null hypotheses. The motivation for the study arose from the observation of employee performance challenges that were witnessed in the motor vehicle industry in Kenya. Literature has shown that work values orientation has been associated with employee job performance. Intrinsically oriented employees have been linked to more positive performance outcomes than extrinsically oriented employees. This study was based on the goal content theory, social exchange theory and competence motivation theory. The study had four objectives and four corresponding hypotheses that were tested to approve or disapprove the study predictions. A descriptive cross-sectional survey was used in the study. The study had a population of 2,895 employees, out of which a sample of 351 respondents were randomly chosen for data collection. Data were collected by use of structured questionnaires that were dropped and picked back while others were scanned and emailed back. Data was analyzed using regression models. Test findings showed that work values orientation significantly influences employee job performance. The significant findings implied that all four null hypotheses were rejected, and the study objectives were positively determined. The study outcomes significantly contributed to the theory, policy, and practice of work values orientation and its influence on employee job performance. The limitation of the study comprised respondents' attitudes and subjectivity that may have crept in due to bias in choosing suitable responses. However, the use of structured questionnaires and supervisor responses was meant to corroborate and reduce personal or subjective ways of responding to statements posed. It was also suggested that a further study be done using similar variables on a longitudinal design for generalizability of results. Further, the study recommended that the motor vehicle industry adopts work values orientation, employee commitment and employee competence as joint factors that significantly improve employee job performance.

IMPACT OF ARCHITECTURAL EDUCATION ON ENERGY SUSTAINABILITY IN SELECTED SCHOOLS OF ARCHITECTURE IN LAGOS MEGACITY

The gap between learning and the practical aspect of energy sustainability is getting narrower when viewed in the overall content of the sustainable development goals (SDG’s) agenda; therefore, this study is needed at this time. This study aims to investigate the impact of architectural education on energy sustainability in selected architectural schools in the Lagos Megacity. It explores the impact of architectural education in these schools of Architecture and how it has influenced the design and construction of energy-efficient buildings and, in turn, contributed to energy sustainability. This study adopted quantitative approach in data collection. An online survey was conducted among students and faculty members of selected architectural schools in the Lagos Megacity. The data was analyzed using statistical package for social sciences (SPSS). Findings on influences of architectural education in building design and construction with respect to energy sustainability revealed that 7.4% disagreed that architectural education had influence on building design and construction while 92.6% agreed that architectural education had influence on building design and construction. Also, impact of institutional policies showed that government policy had a significance impact of .292 (29.2%) with Nigerian Institute of Architects while Architects Registration council had a significant influence of .609 (60.9%). The study concluded that architectural education had influence on building design and construction in the school of architecture especially in Lagos Mega City. Also, that government policies had a far reaching influence on both institutional bodies that regulates architectural education in Lagos megacity.

SOCIAL VALUES AND GOALS OF ADMINISTRATIVE LAW NORMS AS KEY CATEGORIES OF OBJECTIVES IN ADMINISTRATIVE LAW

The article reveals the content of social values and goals of administrative law norms as key categories of goal setting in administrative law. It has been found that the role of social values, on which the subject of goal-setting of legal norms is oriented (should be oriented), is manifested in the following functions: 1) values form a specific picture of the world, a kind of cultural (civilizational) worldview of the era, taking into account a certain scale of values; 2) values form a system of transmitted experience, in which innovations and traditions are in a state of synthesis; 3) values act as the basic basis of the thinking style of a person of a certain era, they contain a model of the variability of a categorical way of thinking and a basis for the formation of new categories. It is proven that since the goal expresses the future and desired state of the object of activity based on the perceived value, it cannot be detached and indepen­dent from the social scale of values. However, when it comes to goals and values in law, there are specific connections between social values and the goal of law as a whole or the goals of its elements (branches of law, legal institutions, legal norms). The lower the level of elements of the legal system (law as a regulator of social relations, branch of law, legal institution, legal norm), the less the dependence of their goals on social values. That is precisely why, when characterizing law as a regulator of social relations, there is always a need to correlate its goals with social values. The same thing happens at the level of branches of law, because both legislators and scientists working in this field of legal relations try to emphasize the conformity of the goals of, for example, administrative law with certain social values. It was concluded that the relationship between the social value and the goal, as an element of goal-setting of the rule of administrative law, is as follows: 1) not every goal of the rule of law is a mandatory reflection of some specific social value, it just must not contradict the existing social values in society; 2) the goals of a large number of legal norms are formed not on the basis of social values, but on the basis of the needs of practice.

Educational Placement and Goal Quality for Students With Complex Support Needs

Abstract This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus; (2) inclusion of self-determination skills; and (3) description of the context and content of goals, and identification of needed supports. The findings suggest ongoing issues with the expectations in goals for students with complex support needs across placement types, consistent with past research. There was a general lack of focus on student-directed learning and activities as well as a lack of identification of student-initiated supports. Goal quality characteristics varied across goal domains and placements; descriptive findings suggest that goals aligned with academic standards and social-behavioral-communication competencies were more common for students in inclusive general education classrooms. Implications for research and practice are described.

Are motivational and self-regulation factors associated with 12 months’ weight regain prevention in the NoHoW study? An analysis of European adults

PurposePreventing weight regain can only be achieved by sustained changes in energy balance-related behaviors that are associated with weight, such as diet and physical activity. Changes in motivation and self-regulatory skills can support long-term behavioral changes in the context of weight loss maintenance. We propose that experiencing a supportive climate care is associated with enhanced satisfaction of basic psychological needs, intrinsic goals, and autonomous motivation. These factors are expected to be associate with the utilization of self-regulation skills, leading to more sustained behavior changes and ultimately preventing weight regain. This hypothesis was tested in this ancillary analysis of the NoHoW trial, where the study arms were pooled and followed for 12 months.MethodsThe NoHoW was a three-center, large-scale weight regain prevention full factorial trial. In this longitudinal study, data were collected in adults who lost > 5% weight in the past year (N = 870, complete data only, 68.7% female, 44.10 ± 11.86 years, 84.47 ± 17.03 kg) during their participation in a 12-month digital behavior change intervention. Weight and validated measures of motivational- and self-regulatory skills-related variables were collected at baseline, six- and 12 months. Change variables were used in Mplus’ path analytical models informed by NoHoW’s logic model.ResultsThe bivariate correlations confirmed key mediators’ potential effect on weight outcomes in the expected causal direction. The primary analysis showed that a quarter of the variance (r2 = 23.5%) of weight regain prevention was achieved via the mechanisms of action predicted in the logic model. Specifically, our results show that supportive climate care is associated with needs satisfaction and intrinsic goal content leading to better weight regain prevention via improvements in self-regulatory skills and exercise-controlled motivation. The secondary analysis showed that more mechanisms of action are significant in participants who regained or maintained their weight.ConclusionsThese results contribute to a better understanding of the mechanisms of action leading to behavior change in weight regain prevention. The most successful participants used only a few intrinsic motivation-related mechanisms of action, suggesting that habits may have been learned. While developing a digital behavior change intervention, researchers and practitioners should consider creating supportive climate care to improve needs satisfaction and intrinsic goal contents.Trial registrationISRCTN, ISRCTN88405328, registered 12/22/2016.

Egzersiz için Hedef İçeriği Anketi’nin Türkçe versiyonunun kültürler arası adaptasyonu, güvenilirliği ve geçerliliği

Aim: The aim of the study was to demonstrate the cross-cultural adaptation, reliability and validity of the Turkish version of the Goal Content for Exercise Questionnaire (GCEQ).
 Materials and Methods: A prospective and cross-sectional study was carried out with 100 healthy young individuals. Participants were assessed with GCEQ. One week later, 39 individuals refilled the GCEQ. Reliability was evaluated with the Intraclass correlation coefficient (ICC) and Cronbach's α coefficient. Construct validity was determined by correlational and explanatory factor analysis. The cut-off value of GCEQ was discriminated with the Receiver Operating Characteristic (ROC) curve. On the other hand, the minimum detectable change (MDC95) and Standard error of measurement (SEM95) values of the GCEQ were calculated.
 Results: A total of 100 individuals (21.1±2.9 years, 72% female) were included in the study. The alpha coefficient was >0.80 for the total and sub scores (except for the image sub score). On the other hand, all scores were scored above 0.80 in ICC analysis. The SEM95 and MDC95 values of the GCEQ were 4.83 and 13.3, respectively. The GCEQ total score had a correlation coefficient of >0.50 with all other sub scores (r=0.55 to 0.80, p

The relationship of affective and bodily states with goals and plans to increase physical activity: An 8-day study in students.

Planning is an important tool to translate intentions into physical activity (PA) behavior. Affective and bodily states are known to influence how much PA individuals perform, but their impact on to formulation of PA plans is not yet known. The aim of the current study is to explore the effect of within- and between-subject variations in affective and bodily states on the content of PA goals and plans. Over eight consecutive days, 362 students created action and coping plans to achieve their daily PA goals. They also reported their affective and bodily states. Generalized linear mixed effect models were used to analyze the associations between these states and the content of the goals and plans. The results showed that both between- and within-subject variations in affective and bodily states were associated with goals formulated in terms of minutes, the intensity and context of planned activities, and anticipated barriers, though more effects were found for within-subject differences. Affective and bodily states impact daily PA goals and plans, highlighting the dynamic nature of planning. Our findings can be a first step toward personalized suggestions for goals, action plans, and coping strategies that are based on individual affective and bodily states.

Impact of entrepreneurial training on career outcomes: mediated by work passion in Pakistani business owners

PurposePassion plays a vital role in entrepreneurship, and examining the role of training in passion development is a recent call. This study aims to examine the impact of entrepreneurial training on occupational commitment and career satisfaction of business owners based on goal content theory.Design/methodology/approachIn doing so the role of harmonious passion is tested as a mediating mechanism. A three-wave time-lagged data were collected from 351 business owners operating in Punjab, Pakistan and were analyzed by using SmartPLS.FindingsThe findings suggested that entrepreneurial training had a positive impact on building entrepreneurial passion, and as a result, they were found to be more committed and satisfied with their entrepreneurial career. The research has theoretical and practical implications for the role of training in the development of entrepreneurial career outcomes.Originality/valueDespite a growing interest in entrepreneurial passion, only few studies have explored the entrepreneurial training on occupational commitment and career satisfaction of business owners in context of Pakistan.

Exploring group differences in the response to a sexual risk reduction intervention to prevent hepatitis C virus reinfection in HIV-infected MSM: a mixed-methods study

ABSTRACT To prevent hepatitis C virus (HCV) reinfection, within the Swiss HCVree Trial, a preventive risk reduction intervention was implemented alongside curative treatment. Formative qualitative research identified three response patterns to the intervention. This mixed-methods study's aim was to cross-validate group differences in (a) the content of sexual risk reduction goals set during intervention and (b) the extent of their behavioural change in condomless anal intercourse with non-steady partners (nsCAI), sexualised and intravenous drug use at start and six-month post-intervention. Qualitative thematic analysis was used to summarise goal setting domains. Quantitative descriptive analysis was used to evaluate group differences based on assumptions of the group descriptions. Results largely confirmed assumptions on inter-group response differences in goal setting and behaviour: as expected group 1 Avoid risks showed the lowest HCV risk profile with changes in nsCAI. Group 2 Minimize-risks and Group 3 Accept-risks showed unchanged nsCAI. Group 3 had the highest HCV risk profile. Differences in their goal preferences (1: condom use; 2 reduction blood exposure; 3 safer dating) highlight diversity in attitudes to behavioural change. Our results improve understanding of variability in intervention responses such as changes in attitudes and behaviour. This provides evidence for intervention tailoring and outcome measurement.

How Do Late Adults Experience Meaning During the COVID-19 Lockdown? The Role of Intrinsic Goals.

Late adults differ in the degree to which their mental health is impacted by the COVID-19 crisis, with interindividual differences in their capacity to mobilize coping resources playing an important role. Therefore, the search for inner sources of resilience is important to understand late adults' adaptation to this crisis. Based on Goal Content Theory, a mini-theory within the broader Self-Determination Theory, this study aimed to examine whether older adults' valuation and attainment of intrinsic goals represent such a source of resilience. Intrinsic goals would form a solid foundation to experience a sense of meaning during this crisis, which, in turn, relates to higher well-being (i.e., life satisfaction and vitality) and lower ill-being (i.e., symptoms of depression, anxiety, and loneliness). During the second month of the lockdown period in Belgium, 693 older adults (Mage = 70.06, SD = 4.48, range: 65-89 years, 62.1% female) filled out online questionnaires concerning the study variables. Structural equation modeling showed that intrinsic goal attainment and goal importance related positively to experiences of meaning in life which, in turn, were related to higher levels of well-being and lower levels of ill-being. No evidence was found for an interaction effect between intrinsic goal attainment and goal importance. Supporting late adults' pursuit and attainment of meaningful intrinsic goals relates to their well-being and may potentially strengthen their resilience in times of crisis.

체육교사의 상호소통방식이 학습자의 목표내용과 자기표현동기에 미치는 영향

Purpose: The present study is to investigate the effects of teachers interpersonal communication on the students‘ goal contents and self-presentation motives in physical education (PE).BR Method: We collected the data from middle school students (N=447; male=146, female=301) who participated in PE classes. In the analysis, descriptive statistics, correlation analysis, reliability analysis, and regression analysis were performed through the Windows SPSS statistical program, and confirmatory factor analysis was performed to verify the validity of the scale through the AMOS 18 statistical program.BR Results: The results showed that the teachers’ autonomy support had significant effects on the intrinsic and extrinsic goal contents. Whereas the control behavior showed significant affect to the extrinsic goal content. Second, the teacher control behavior had a effect on the self-presentation motive. Finally, students extrinsic goal content affected the self-presentation motive.BR Conclusion: In conclusion, the teacher’s interpersonal communication is apart of important component of students goal contents and self-presentation motive in PE. It was found that it plays an important role in improving the goal and motivational quality.