Effects Of Goal Setting Research Articles

Self-Management Education Approach: Engaging Patients in Creating a Personal and Relevant Action Plan (Part 2): I Keep Telling Patients What to Do, So Why Don't They Make Progress?

THIS IS THE final part of the selfmanagement education approach 2-part series. An essential component of selfmanagement education is the patient-clinician collaborative creation of a self-management action plan. An action plan is simply a written document that records what a patient is willing to do in the immediate short term to manage their health, such as a specific health behavior change. Action plans include a specific short term goal, or action step, along with a rating of confidence in one’s ability to achieve that goal (e.g., 0 5 not at all confident; 105 very confident). Goals that are rated below a 7 should be discussed and perhaps refined to enhance the confidence for change. Action plans that are set with a higher level of confidence have been associated with behavior change. Because action plans involve goal-setting, it is important to note the existence of over 35 years of goal setting science. Goal setting studies originated in the workplace, but goal-setting has become common in health

The effect of setting goals and emotions on asset allocation decisions

PurposeThe purpose of this paper is to conduct a controlled experiment to examine the effect of goal setting and affect framed feedback on repeated asset allocation investment decisions.Design/methodology/approachThe design of the experiment is a 2×2 between subject design. Subjects allocated monies among four investments for 20 periods. One manipulation varied whether subjects received performance feedback in the form of a happy or sad face, while another manipulation varied whether subjects set a financial goal for themselves and received goal attainment performance feedback.FindingsThe main findings include: subjects initially allocate assets in a manner roughly consistent with their stated preference for risk; prior year asset performance leads subjects to make significant changes in portfolio asset allocation in a manner consistent with beliefs of positive autocorrelation in asset returns; and the addition of happy or sad faces to performance feedback information leads to even greater changes in asset allocation.Originality/valueUsing ideas from the theory on the self‐regulation of behavior and the role of affect in decision making, the authors develop an original framework to account for the results.

The effect of goal setting on time allocation for research activity

The effect of goal setting on time allocation for research activity

Effects of career motivation and career goal setting on the job satisfaction

Effects of career motivation and career goal setting on the job satisfaction

The effects of self-talk and goal setting on self-regulation of learning a new motor skill in physical education

This study examined the effects of self-talk and goal setting on self-regulation of learning a dart-throwing skill in physical education. Eighty-five fifth- and sixth-grade students (M ag e = 11.01, SD = 0.67yrs.) were randomly assigned to four experimental (2 Self-talk × 2 Goal type) groups and one control group. Results showed that students who combined self-talk with either process goals or performance goals outperformed students in the goal only and control group conditions. No difference emerged among the groups on self-efficacy, satisfaction, and enjoyment. These results showed that self-talk was effective in enhancing performance in physical education and are discussed with reference to the social-cognitive model of self-regulated learning.

An analysis of the “goal” in aphasia rehabilitation

Background: Despite the central importance of goal setting in aphasia rehabilitation, the notion of the goal itself has not been fully explored. Aims: This paper considers how speech pathologists conceptualise the nature of the “goal” in aphasia rehabilitation. Methods & Procedures: The researchers conducted a qualitative study involving 34 speech pathologists (32 female and 2 male; mean age 41 years, range 24–60 years) from Adelaide, Brisbane and Newcastle, Australia, who worked across acute and rehabilitation inpatient, outpatient, community, and domiciliary services. The speech pathologists participated in semi-structured in-depth interviews about their experiences of providing therapy to people with aphasia post stroke and their family members. Transcriptions of the recorded interviews were subjected to an interpretive thematic analysis involving careful reading and re-reading for recurring themes around notions of goals. Outcomes & Results: The analysis of the transcripts revealed six main categories of goal concepts: goals as desires; SMART goals; impairment and functional goals; goals as steps; goals as contracts; and implicit goals. The first two of these conceptual categories competed with each other reflecting broader tensions within speech pathology practice, and the relative prominence of these goal categories differed according to the rehabilitation context. Conclusions: The findings suggest that the notion of the goal is multifaceted, dynamic, context dependent, and involves inherent tension. A more detailed understanding of the different facets of a goal might assist speech pathologists in their efforts towards collaborative goal setting. A conceptual shift to include the goal as a vehicle of empowerment may be helpful as a precursor to effective, collaborative, and person-centred goal setting with people with aphasia.

Effects of Goal Setting, Individual and Group Contingencies on Learning and Effort by Talented Youth Soccer Players

Identifying and developing young sporting talent are significant and challenging endeavours, yet guidance for coaches responsible for the provision of practice for such children is sparse (Martindale, Collins & Daubney, 2005). Participants in this study were nine boys (aged 7 to 8 years) who attended a talent selection and development programme of an English professional soccer club. Parents also participated as data collectors for their sons. An alternating treatments design was used to compare the effects of goal setting alone, an individual contingency (signed player photograph) and a group contingency (extra game time) on learning and effort in practice. Results showed that the individual and group contingencies improved technical learning, the group contingency promoted greater effort in practice but goal setting alone did not promote significant learning or practice effort. Reliable agreement scores by parents demonstrated the potential for behavioural coaching practices to enhance the talent identification and development processes.

Effect of goal setting on the strategies used to solve a block design task

In this experiment we studied the effect of goal setting on the strategies used to perform a block design task called SAMUEL. SAMUEL can measure many indicators, which are then combined to determine the strategies used by participants when solving SAMUEL problems. Two experimental groups were created: one group was given an explicit, difficult goal and the other was not given a goal. The two groups were comparable in their average visual–spatial ability. The results indicated no goal effect on the strategies, defined in terms of the combined indicators. However, the goal did have an effect on some of the indicators taken alone (total problem-solving time, total viewing time, and model-viewing frequency) but this was true only for subjects with a low cognitive ability. These findings demonstrate that setting a goal can have an effect on some strategy indexes used to assess performance on a visual-intelligence design task. This research has implications for defining intelligence-test instructions and educational requirements in school.

Digital immigrant teacher perceptions of an extended Cyberhunt strategy

<span>This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based </span><em>Extended Cyberhunt</em><span> strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's </span><em>Taxonomy</em><span>, was introduced to teachers who were first time users of the Internet, Microsoft </span><em>Word</em><span> and </span><em>PowerPoint</em><span>. The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teacher-centred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of </span><em>WebQuests</em><span> and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes.</span>

Physical Therapists' Ability to Predict Future Mobility After Spinal Cord Injury

Goal setting is an important aspect of any physical therapy program. It not only determines the focus of therapy but also determines discharge planning and equipment prescription. The effectiveness of goal setting is dependent on therapists' ability to predict patients' future mobility. The purpose of this study was to determine how accurately physical therapists can predict the future mobility of people with spinal cord injuries (SCI) at the time of admission to rehabilitation. A cohort observational study was undertaken in 2 SCI units in Sydney, Australia, where a consecutive series of 50 patients admitted for rehabilitation was recruited. At the time of admission to rehabilitation, treating therapists predicted each patient's likely future mobility. Therapists used standardized assessment scales that captured ability to mobilize in a wheelchair, transfer, move in bed, and walk. After 3 months of standard in-patient rehabilitation, patients were reassessed by blinded assessors using the same scales. Therapists' predictions on admission were compared with patients' outcomes at 3 months. There was a strong positive correlation between therapists' predictions on admission and patients' outcomes at 3 months (r = 0.53-0.92). Therapists' predictions were within 1 point of patient outcomes between 60% and 78% of the time. Physical therapists are able to accurately predict future mobility of people with SCI at the time of admission to rehabilitation. Ability to accurately predict future mobility is necessary for goal setting and for ensuring that therapy, discharge planning, and equipment prescription are appropriate. These findings are important because they indicate how much confidence patients, funders, policy makers, and administrators can have in therapists' ability to predict patients' future mobility.

Effects of Goal Setting on Latino Children's Performance and Physical Activity in Dance Dance Revolution

Effects of Goal Setting on Latino Children's Performance and Physical Activity in Dance Dance Revolution

Effects of Goal Setting on Dietary and Physical Activity Changes in the Boy Scout Badge Projects

This study evaluates the relationship of goal setting to low-fat vegetable (LV) and fruit/100% juice (FJ) consumption and physical activity (PA) change. A total of 473 10- to 14-year-old Boy Scouts from Houston took part in a 9-week intervention. A two-group (LV and FJ or PA) intervention design was used with each group serving as the control for the other. Internet-based activities included goal setting at home. Food frequencies measured dietary intake. Goals attained were not related to LV intake or PA. Immediate posttest FJ consumption increased about 0.7 servings as home FJ availability increased, but social desirability of response appeared to confound reports of FJ intake at posttest 6 months assessment. Goals attained were not related to LV intake or PA but was related to FJ intake, but only when home FJ availability was high and the relationship was confounded by social desirability of response. Further research is needed with higher quality measures of dietary intake to clarify these relationships.

Goal Setting: A Strategy for Reducing Health Disparities

The Healthy Rewards study tested the effectiveness of goal setting to encourage behavior change in Latino and African American adults in three northern California counties. Four groups of adults were alternately assigned to receive either 1) basic health promotion and nutrition education without goal setting (control) or 2) the same education with personal goal setting. Participants (n=31) attended four 2-hour weekly sessions over 1 month. While the community-based education was effective in promoting participant behavior change overall, the goal-setting groups reported even greater change than groups who did not engage in goal setting.

Comparative Effectiveness of Goal Setting in Diabetes Mellitus Group Clinics

Diabetes mellitus (DM) group clinics can effectively control hypertension, but data to support glycemic control are equivocal. This study evaluated the comparative effectiveness of 2 DM group clinic interventions on glycosylated hemoglobin (HbA(1c)) levels in primary care. Eighty-seven participants were recruited from a DM registry of a single regional Veterans Affairs medical center to participate in an open, randomized comparative effectiveness study. Two primary care-based DM group interventions of 3 months' duration were compared. Empowering Patients in Care (EPIC) was a clinician-led, patient-centered group clinic consisting of 4 sessions on setting self-management action plans (diet, exercise, home monitoring, medications, etc) and communicating about progress with action plans. The comparison intervention consisted of group education sessions with a DM educator and dietician followed by an additional visit with one's primary care provider. Hemoglobin A(1c) levels were compared after intervention and at the 1-year follow-up. Participants in the EPIC intervention had significantly greater improvements in HbA(1c) levels immediately following the active intervention (8.86%-8.04% vs 8.74%-8.70% of total hemoglobin; mean [SD] between-group difference 0.67% [1.3%]; P=.03), and these differences persisted at the 1 year follow-up (0.59% [1.4%], P=.05). A repeated-measures analysis using all study time points found a significant time-by-treatment interaction effect on HbA(1c) levels favoring the EPIC intervention (F(2,85)=3.55; P=.03). The effect of the time-by-treatment interaction seems to be partially mediated by DM self-efficacy (F(1,85)=10.39; P=.002). Primary care-based DM group clinics that include structured goal-setting approaches to self-management can significantly improve HbA(1c) levels after intervention and maintain improvements for 1 year. Trial Registration clinicaltrials.gov Identifier: NCT00481286.

Monitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation

This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading–curriculum–based measurements (CBM). Participants were 31 high–incidence special education students in grades 2–6 selected from 8 schools. Following baseline measurements, researchers administered grade–level CBM passages every 2 weeks for 8 weeks. Comparisons included 3 goal levels (0.5, 1.0, or 1.5 word growth per week), 3 monitoring/evaluation schedules (every 2, 4, or 8 weeks), and 2 methods for evaluating progress (points below the aim line or slope). Overall, more ambitious goals, less frequent monitoring, and using slope to evaluate progress generated more instructional change prompts. Results favored less frequent monitoring and using slope to evaluate progress.

The effect of goal setting on group performance: A meta-analysis.

Updating and extending the work of O'Leary-Kelly, Martocchio, and Frink (1994), with this meta-analysis on goal setting and group performance we show that specific difficult goals yield considerably higher group performance compared with nonspecific goals (d = 0.80 ± 0.35, k = 23 effect sizes). Moderately difficult and easy goals were also associated with performance benefits relative to nonspecific goals, but these effects were smaller. The overall effect size for all group goals was d = 0.56 ± 0.19 (k = 49). Unexpectedly, task interdependence, task complexity, and participation did not moderate the effect of group goals. Our inventory of multilevel goals in interdependent groups indicated that the effect of individual goals in groups on group performance was contingent upon the focus of the goal: "Egocentric" individual goals, aimed at maximizing individual performance, yielded a particularly negative group-performance effect (d = -1.75 ± 0.60, k = 6), whereas "groupcentric" goals, aimed at maximizing the individual contribution to the group's performance, showed a positive effect (d = 1.20 ± 1.03, k = 4). These findings demonstrate that group goals have a robust effect on group performance. Individual goals can also promote group performance but should be used with caution in interdependent groups. Future research might explore the role of multilevel goals for group performance in more detail. The striking lack of recent field studies in organizational settings that emerged from our brief review of trends in group goal-setting research should be taken into account when designing future studies in this domain.

The mediating effect of psychological empowerment on the relationship between participative goal setting and team outcomes – a study in China

In the late twentieth century, it is popular to research the effect of participative goal setting. The general conclusion is that the relationship between participation and performance is inconsistent and unclear at individual level. With team becoming a more dominant mode in organizing, motivating, and managing, it is worthwhile to investigate the effect of participation in team goal setting. This study aims to test the mediating effect of psychological empowerment (PE) on the relationship between participative team goal setting and team identity and team performance. Executive MBA students (371) in 75 groups from China Europe International Business School in China participated in the study. The data from Business Strategy Game and questionnaire found positive relationship between participative team goal setting and team identification, and team performance is partially mediated by PE. Implications for the goal-setting theory and practice are discussed, and future research directions offered.

The Influence of teacher-initiated reminders on the attainment of students' arobic fitness goals

Goal setting in the physical education classroom can be a successful technique to enhance motivation, increase effort, and improve performance. A critical component of effective goal setting is providing feedback. Therefore, the purpose of the current study was to examine the influence of teacher-initiated reminders of the goal on the attainment of self-set aerobic goals in physical education classes. This study was quasiexperimental in nature and used a nonrandomized pretest-posttest, control group design to carry out the procedures. Participants were from two fifth grade classes: one class was designated the experimental group (n = 15) and the other was the control group (n = 16). Participants completed the aerobic fitness pre-test and then created their aerobic fitness goal. Participants completed two cardio units each two weeks in duration with the experimental group being exposed to teacher-initiated reminders of their aerobic fitness goals, three times a class period; whereas, the control group was not exposed to any teacher-initiated reminders. At post-test, both groups completed the aerobic fitness test and determined whether their goal was met or surpassed. Results showed that more students than expected in the experimental group obtained their goal, which was not the case with the control group. Specifically, 80% of students in the experimental group surpassed their goal and only 56% of those in the control group surpassed their goal. The results suggest that keeping goals in focus through feedback can increase attainment. Overall, these results can serve to help physical educators use an effective goal setting to increase the success of their students.

Making Goals Effective: A Primer for Coaches

The purpose of this paper is to present coaches with guidelines for setting up a goal-setting program. Research in sport and organizational psychology is briefly reviewed to provide a background of empirical support for the positive effects of goal setting on performance along with specifying different types of goals. Goal principles reviewed include making goals specific and measurable, written, realistic/challenging, short and long-term, and both individual and team-oriented. In addition, goals need to have specific implementation plans, be used extensively in practice, and be used in combinations. A case study which focuses on a goal-setting program is presented which highlights the process of goal implementation.

Goal-setting in youth football. Are coaches missing an opportunity?

Background: Goal-setting is not always the simple motivational technique when used in an applied sport setting especially in relation to the meaning of achievement in competitive sport. Goal-setting needs to be examined in a broader context than goal-setting theory, such as provided by social cognitive theories of motivation. In football, the culture of the club and the role of the coach must be considered. Purpose: The aim of the study was to (1) use naturalistic inquiry and Roberts' suggested framework of social cognitive theories of motivation to identify and describe the motivational choices that elite youth football players make as they go through the goal-setting process, (2) examine the influence of the coach on this process in the elite football environment, and (3) gain an understanding of the goal-setting process. The paper considers the implications of the study for coaching practice. Participants and setting: Ten elite youth football players (five male, five female) at four British football clubs. Design: The study used naturalistic enquiry to examine the goal-setting practices of the players at their club. The key social-cognitive motivation concepts of personal agency beliefs, personal goals, and evaluative standards and affect were used to frame the instrumentation, including the production of the interview questions. Data collection: Each participant was asked to complete a weekly diary for four weeks to provide insights into the duration and frequency of goal-setting as well as the motivational processing by the players. At the end of the four weeks, a semi-structured interview was conducted with each player. Data analysis: Inductive analysis of the pooled data from the diaries and the transcribed interviews, using grounded theory, was used to identify the themes and categories from the data, using the research questions generated during the conceptual and design phase of the study as an initial framework. Findings: Real life goal-setting in elite youth football is more complex when compared to the goal-setting heuristic. The players' motivational choices as they set and evaluated their discrete goals could be examined in the context of the social cognitive motivational tenets of personal goals, personal agency beliefs and affective response. The coaches played a pivotal role and there was a mismatch between players' needs and coaches' responses throughout this process. Finally the process of goal-setting varied from the heuristic of goal-setting theory. Conclusion: Coaches should engage in a two-way, interactive and ongoing dialogue with players, taking into account the players' and their own motivational needs and the environment within which they operate, in order to improve the effectiveness of goal-setting as a technique, and hence their effectiveness as a coach.