Dispositional Goal Orientations Research Articles

Supervisor Dispositional Goal Orientation and Negative Feedback-seeking Behaviors: The Moderated Mediation Roles of Feedback Utility Belief and Subordinate Expertise

Supervisor Dispositional Goal Orientation and Negative Feedback-seeking Behaviors: The Moderated Mediation Roles of Feedback Utility Belief and Subordinate Expertise

Goal Orientations of Secondary School Students and Their Intention to Practise Physical Activity in Their Leisure Time: Mediation of Physical Education Importance and Satisfaction.

The aim of this study was to analyse the mediating role of Physical Education importance and satisfaction/fun between the dispositional goal orientations of secondary school students and their intention to partake in leisure time physical activity. The research design was descriptive, cross-sectional, and non-randomized. In total, 2102 secondary school students participated (Mage = 14.87; SD = 1.39) (1024 males; 1078 females). The scales used were the Perception of Success Questionnaire, Importance of Physical Education, Satisfaction with Physical Education, and Intention to Participate in Leisure Time Physical Activity. Structural equation models with the latent variables were also calculated. The results highlight that Physical Education satisfaction/fun has a mediating effect between task orientation and the intention to practice physical activity during leisure time.

The Role of Dispositional Orientations and Goal Motives on Athletes' Well- and Ill-Being.

Findings in different contexts suggest that task orientation and ego orientation are related to adaptive and maladaptive motivational patterns, respectively. In sport, these personal dispositions could influence other important variables such as the goals that athletes pursue (and why they pursue them) during the season and their well- and ill-being. The main purpose of this research was to examine the relationship between athletes’ dispositional goal orientations, their goal motives, and their reported well-being (subjective vitality) and ill-being (physical and emotional exhaustion). The study involved 414 Spanish university athletes (206 female and 208 male) with an age range of 17 to 33 years (M = 20.61; SD = 2.58) that completed a package of questionnaires at the beginning of the season. Results of path analysis revealed that athletes’ task orientation was negatively associated to physical and emotional exhaustion indirectly through autonomous and controlled goal motives. In contrast, ego orientation was positively related to physical and emotional exhaustion via its link to controlled goal motives. Athletes’ task orientation directly and positively predicted subjective vitality, even though goal motives were not significant mediators. These findings support previous evidence about the protective role of athletes’ task orientation, in contrast to ego orientation, confirming its positive relationship with well-being and its negative one with ill-being. Additionally, it extends the knowledge regarding interdependencies between goal orientations and goal motives and how both contribute to athletes’ optimal or compromised functioning.

Effects of feedback design and dispositional goal orientations on volunteer performance in citizen science projects

The improvement of volunteer performance is a continuing issue in citizen science projects. From the perspective of motivational design, the provision of feedback is regarded as an effective design principle to promote user experience and performance in many contexts. We draw upon achievement goal theory and propose a research model to depict the influence of feedback types on perceived enjoyment, perceived meaning, and self-expansion, thereby further enhancing volunteer performance. We also investigate whether volunteers' dispositional goal orientation moderates the effects of feedback types on perceived enjoyment, perceived meaning, and self-expansion. A 3 (feedback types: task, self, and social feedback) × 2 (dispositional goal orientations: mastery- and performance-oriented) between-subject experiment was conducted to validate our research model. Results showed that task, self, and social feedback have varying impact on volunteers' experiences with citizen science projects. Individuals' dispositional goal orientation significantly interacted with feedback design in affecting volunteers' experiences. Moreover, the impact of feedback will be enhanced when feedback design is congruent with volunteers’ dispositional goal orientation. Perceived enjoyment, perceived meaning, and self-expansion can positively influence volunteer performance, which is measured with the quantity and accuracy of their contributions. These findings will provide a groundwork for guidelines and strategies to enhance volunteer performance in citizen science projects.

The Effect of Approach/Avoidance Motivation and Gain/Loss-Framing on the Processing of Information Cues by Non-Professional Investors

Investor judgment and decision-making (JDM) is influenced by several factors. We examine the effect of dispositional goal orientation (approach and avoidance motivation), as well as situational goal orientation (gain- and loss-framing), on non-professional investors’ JDM. In an experiment, 150 business students evaluated the relevance of (positive and negative) information cues and estimated the resulting stock price changes. Results show that approach motivation increases the perceived relevance of (positive and negative) information cues, which in turn results in greater expected stock price changes. The increasing effect that approach motivation has on the perceived relevance of negative information cues is amplified by gain-framing and dampened by loss-framing. Similarly, the effect that the perceived relevance of information cues has on expected stock price changes is amplified under gain-framing and dampened under loss-framing. These results contribute to the JDM literature and have practical implications for non-professional investors.

Sports club participation impact on motor competences, dispositional goal orientations, and perceptions of school-based physical education among Finnish third-grade children

Sports club participation impact on motor competences, dispositional goal orientations, and perceptions of school-based physical education among Finnish third-grade children

Ebb and Flow of Dispositional Goal Orientations: Exploring the Consequences of Within-Person Variability

Goal orientation theory has long recognized both stability and variability in people’s preferences for different types of goals in achievement contexts. However, empirical examination of this fundamental theoretical tenet about dispositional goal orientations remains an essential need in extant scholarship. In a field study of a multi-month, job-related training program designed to instruct foreign language capabilities (N = 972), we examined within-person fluctuations in dispositional goal orientations over time and the influences of this variability on multiple learning outcomes. The results of longitudinal measurement invariance analyses as well as latent growth models depict both stability and significant within-person variability in dispositional goal orientations over time. Our findings further indicate that this fluctuation holds consequences for both skill-based and affective learning outcomes. We discuss the implications of our findings for future goal orientation theory and research, as well as for training practice.

Ego involvement increases doping likelihood

ABSTRACTAchievement goal theory provides a framework to help understand how individuals behave in achievement contexts, such as sport. Evidence concerning the role of motivation in the decision to use banned performance enhancing substances (i.e., doping) is equivocal on this issue. The extant literature shows that dispositional goal orientation has been weakly and inconsistently associated with doping intention and use. It is possible that goal involvement, which describes the situational motivational state, is a stronger determinant of doping intention. Accordingly, the current study used an experimental design to examine the effects of goal involvement, manipulated using direct instructions and reflective writing, on doping likelihood in hypothetical situations in college athletes. The ego-involving goal increased doping likelihood compared to no goal and a task-involving goal. The present findings provide the first evidence that ego involvement can sway the decision to use doping to improve athletic performance.

The impact of achievement goals on cheating in sport

ObjectiveThe purpose of this research was to investigate the impact of achievement goals on cheating in sport. DesignsWe used cross-sectional (Study 1, Study 3) and experimental (Study 2) designs. MethodIn Study 1 (N = 144) we measured athletes’ dispositional goal orientation and attitudes towards cheating. In Study 2 (N = 125) we manipulated goal involvement and measured cheating in hypothetical situations. In Study 3 (N = 60) we examined the link between goal orientations and cheating in running races. ResultsIn Study 1, acceptance of cheating was positively related to ego orientation and negatively related to task orientation. In Study 2, cheating in hypothetical sport situations was more likely for ego-involved and task-involved than control participants. In Study 3, athletes who illegitimately improved their race times to enhance their chances of winning scored higher in ego orientation and lower in task orientation than those who did not illegitimately improve their race times. ConclusionsThe findings provide evidence for the motivation-cheating relationship thereby supporting predictions of achievement goal theory in the context of sport, particularly with respect to ego goals. Our findings suggest that interventions aimed to promote fair play in sport could focus on influencing the goals of the athletes.

Motivated Globetrotting: A Goal-oriented Perspective of Why Individuals Relocate Abroad for Work

In this study, we use motivated action theory, to develop model of why individuals relocate abroad for work. Based on multisource data collected during a seven-year period at four lagged time points, we first find that the cultural richness of individuals’ prior international experiences result in having a superordinate identity in the form of global identity. A global identity in turn triggers the aspiration to move abroad for work. The aspiration to relocate abroad further mediates between a global identity and the actual decision to relocate. We finally show that dispositional learning goal orientation buffers the effect of global identity on the relocation process. Our study contributes to motivation theories, as well as global identity, global mobility and international management literatures.

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.

ROLE PLAYED BY THE COACH IN THE ADOLESCENT PLAYERS’ COMMITMENT

IntroductionUnlike sport activities conducted in Physical Education classes, organized competitive sports are freely chosen by children, and certain commitment on the part of the child is needed. Within this context of skills and achievements, motivational factors play a key role in the long-term effects of sport participation on psychosocial development (Garcia-Mas et al., 2011). The physical and psychological well-being of an athlete is not automatically promoted (Duda & Balaguer, 2007; Quested & Duda, 2011), rather it depends upon the social settings in which it develops and is, in turn, closely linked to the role played by the coach and significant others (Roberts & Treasure, 2012; SanchezMiguel, Leo, Sanchez-Oliva, Amado, & Garcia-Calvo, 2013). The importance ofthe coach and his influence on athletes has been widely addressed (Sousa, Cruz, Torregrosa, Vilches, & Viladrich, 2006). According to the approach adopted by the trainer, an athlete's satisfaction with and adherence to a given sport may be enhanced or compromised, and this may impact self-motivation, level of involvement and level of commitment (MartinAlbo, Nunez, & Navarro, 2003 ; Ortiz, Arriaza, & Jeria, 2011; Weiss, 2015). The consequence of all this is that the sport environment becomes a setting of socializing influences playing a pivotal role in forming a child's personal character (Torregrosa et al., 2007).According to Castillo, Balaguer, Duda and Garcia (2004), the social cognitive theory of goal orientations (Nicholls, 1989) is a conceptual framework that helps our understanding of the motives and processes whereby children take up a sports activity or abandon such an activity. Achievement goal theory tries to identify the different dispositional and environmental factors that affect achievement motivation in an athlete.According to this construct, dispositional factors reflect the criterion used by athletes to measure their competence level and according to which they subjectively define success and failure. Situational factors refer to the signals emitted by persons such as relatives, friends, or coach that are perceived by the athlete and through which are defined the keys to success or failure, described by Ames (1992) as the motivational climate. Thus, depending on how the context is perceived by the athlete, a competitive, performing, ego-orientated or a mastery, task-orientated motivational climate is created (Ames, 1992; Newton, Duda, & Yin, 2000; Nicholls, 1989). It has been shown that the perception of a mastery motivational climate favors sport performance, enjoyment, satisfaction (Donkers, Martin, Paradis, & Anderson, 2015; Sousa, Torregrosa, Viladrich, Villamarin, & Cruz, 2007), commitment (Leo, Sanchez, Sanchez, Amado, & Garcia, 2009; Lukwu & Lujan, 2011; Sanchez-Oliva, Leo, GonzalezPonce, Chamorro, & Garcia-Calvo, 2012) and psychological well-being by improving confidence and self-esteem and by reducing anxiety (Balaguer, Duda, Atienza, & Mayo, 2002). In contrast, a climate striving to improve performance produces less psychological well-being, greater anxiety relative to performance and less satisfaction with the sport environment (Balaguer, Duda, & Crespo, 1999).However, from a perspective of disposition, both goal orientations rather than being dichotomous show an orthogonal behavior (Nicholls, 1989). In other words, as explained by Cervello, Escarti and Balague (1999), when assessing motivational orientation we may find athletes simultaneously orientated towards varying intensities of both mastery and ego. Hence, athletes may vary their dispositional goal orientations according to their socializing experiences in the sport context (Castillo, Duda, Alvarez, Merce, & Balaguer, 2011; Gomez-Lopez, Granero-Gallegos, Baena-Extremera, & Abraldes, 2014), as is the case of the motivational climate (Ames, 1992) set by the trainer.Although such variations exist, this has not been reflected in most studies, which have concluded that if trainers wish to potentiate the greater well-being of their athletes, they should pursue a task-involved motivational climate that will orient players towards adopting mastery goals in their sport and at all costs avoid an ego-based motivational environment. …

Dimensions of achievement goal orientation and coping in South African wheelchair rugby players with quadriplegia

This study investigated the relationship between dispositional achievement goal orientation (task and ego) and coping ability in wheelchair rugby players with quadriplegia. The sample consisted of 16 (15 males and 1 female) players between the ages of 25 and 44 (M=33.7 years; SD=8.7) who were selected for South Africa's national training squad in preparation for the 2011 International Wheelchair Rugby Federation (IWRF) Asia-Oceania Championship. Players self-reported on their perception of success and athletic coping skills. The data were analysed for correlational associations between dimensions of achievement goal orientation and psychological skills associated with coping in sport. Findings revealed that players have both high task and fairly high ego orientation of which task orientation was significantly correlated with coping ability.

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.

Estudio psicométrico y predicción de la importancia de la educación física a partir de las orientaciones de meta ("Perception of Success Questionnaire - POSQ")

El objetivo de esta investigación fue doble: (a) analizar las propiedades psicométricas del Perception of Success Questionnaire (POSQ) adaptado a la Educación Física (EF); y (b) analizar la predicción de la importancia y utilidad concedida a la EF a partir de las orientaciones de meta, percepción de competencia y satisfacción del alumnado. El cuestionario estuvo compuesto por los siguientes instrumentos: POSQ, Escala de Necesidades Psicológicas Básicas en el Ejercicio, Satisfacción con la EF e Importancia de la EF. Se administró a 846 estudiantes españoles de secundaria de 12 a 19 años. La estructura del POSQ se analizó mediante procedimientos confirmatorios y mostró una consistencia interna fiable y una estructura factorial estable (apoyando el modelo teórico hipotetizado: orientación al ego y a la tarea). Así, se considera un instrumento válido para medir la orientación de meta disposicional en EF. Para la predicción de la importancia de la EF a partir de las orientaciones de meta, competencia y satisfacción, se halló un modelo de ecuaciones estructurales que confirmó que la orientación a la tarea es la que más influye en la percepción de competencia y ésta en la satisfacción/diversión, lo que predice que el alumnado considere más importante y útil la asignatura.

To Impress or Improve? Role of Goal Orientations on Knowledge Sharing in Knowledge-Intensive Work

Based on a sample of 322 employees in knowledge-intensive work, we tested the effects of the dispositional goal orientations of employees on their knowledge provision and knowledge acquisition behaviors, as well as their indirect effects on performance ratings. Our results showed that goal orientations accounted for a significant portion of the variations of knowledge sharing behaviors among employees on top of the existing perspectives. Goal orientations of employees in knowledge- intensive work also affected their performance ratings indirectly through knowledge provision and knowledge acquisition as intervening variables.

Within-Person Variability in Goal Content and Goal Frame: Amount, Patterns, Antecedents, and Consequences of Variation in Goal Orientation Over Time

Several studies have examined goal fluctuation over time, focusing on variability in goal level. This study investigated within-person variation in goal content and goal frame. Drawing from Motivated Action Theory (DeShon & Gillespie, 2005) we examined variability in goal orientation over time in terms of amount, patterns, antecedents, and consequences. Participants completed a dispositional goal orientation measure and then daily surveys assessing perceptions, behavior, and goal orientation prior to a single performance episode. Results indicated there was substantial within-person variability, there were patterns in this variability involving goal-related behaviors and dispositional goal orientation, and certain patterns predicted exam performance. These findings suggest it may be useful to focus on not only goal level but also goal content and goal frames in future goal regulation research.

Goals in Negotiation Revisited: The Impact of Goal Setting and Implicit Negotiation Beliefs

AbstractIn two studies, we investigated whether learning goals, which focus attention on task strategies rather than outcomes, affect negotiator behavior and results differently than performance goals. In Study 1, negotiators with learning goals had lower rates of impasse and were judged to be most cooperative. Study 2 replicated these results using a different task and also compared the impact of learning and performance goals to dispositional goal orientation. We found that implicit negotiation beliefs, derived from theories of dispositional goal orientation, were associated with value claiming and interacted with goal type such that the relationship was strongest in the learning goal condition. In addition, negotiators with learning goals developed greater understanding about their counterpart's interests and created more integrative deals. These results show that negotiated outcomes are influenced by both goal type and the extent to which negotiators view their skills as malleable.

The 2 × 2 Model of Goal Orientation and Burnout: The Role of Approach–Avoidance Dimensions in Predicting Burnout

Burnout is typically viewed as resulting from situational factors (e.g., workload). However, as burnout is partly a reaction to frustrated goal striving, dispositional goal orientation may also be important. We used Hobfoll's () conservation of resources model to develop hypotheses for relationships between goal orientation and 3 dimensions of burnout. Self‐report questionnaire measures of the 2 × 2 model of goal orientation (Elliot & McGregor, ) and burnout were administered to undergraduate students. Structural equation modeling revealed that all 4 dimensions of goal orientation were related to burnout. Avoidance‐related dimensions were positively associated and approach‐related dimensions were negatively associated with burnout. The findings suggest the importance of considering the role of motivational dispositions in development, prediction, and prevention of burnout.

Members Matter in Team Training: Multilevel and Longitudinal Relationships Between Goal Orientation, Self‐Regulation, and Team Outcomes

Longitudinal data from 338 individuals across 64 teams in a simulation‐based team‐training context were used to examine the effects of dispositional goal orientation on self‐regulated learning (self‐efficacy and metacognition). Team goal orientation compositions, as reflected by average goal orientations of team members, were examined for moderating effects on these individual‐level relationships. Finally, individual‐level self‐regulation was investigated for its influence on multiple team‐level outcomes across time. Results showed generally positive effects of learning goal orientation and negative effects of avoid performance and prove performance goal orientations on rates of self‐regulation during team training. However, several of these individual‐level relationships were moderated by team goal orientation composition. The importance of self‐regulation in teams was displayed by results showing the average level of self‐regulation among a team's members over time was positively associated with team efficacy, team cooperation quality, and team decision making.