Goal-setting Research Research Articles

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.

Person-centered goal setting is feasible in people with Parkinson’s disease who have subjective cognitive decline: a mixed methods study

Purpose Evaluate the feasibility of person-centered goal setting in people with Parkinson’s disease (PD) who have subjective cognitive decline and explore characteristics of the formulated goals. Materials and methods Participants completed person-centered goal setting as a part of two cognitive intervention studies. Participants were guided to develop at least three goals and rate the importance of each goal using a 10-point scale (1: not at all important − 10: extremely important). To evaluate the feasibility of person-centered goal setting, we calculated the mean number of formulated goals per person and the importance level of all goals. To explore goal characteristics, two independent authors coded all goals and synthesized them using deductive content analysis in consultation with the senior author. Results Thirty participants formulated a total of 166 goals. The mean number of formulated goals per participant was 5.53 (SD = 2.22, range = 3 − 10). The mean importance level of all formulated goals was 8.3 (SD = 1.49, range = 4 − 10). Formulated goals ranged across diverse domains and categories. Conclusions Person-centered goal setting is feasible to guide people with PD to formulate personally meaningful goals. Findings highlight the diverse cognitive rehabilitation needs of people with PD, potential cognitive rehabilitation priorities, and future goal setting research directions. Implications for rehabilitation Rehabilitation clinicians and researchers should not assume that people with PD who have subjective cognitive decline are not capable of engaging in their goal setting. Rehabilitation clinicians and researchers should acknowledge and act on our responsibility to enable people with PD who have subjective cognitive decline to engage in goal setting. Rehabilitation clinicians and researchers are encouraged to explore diverse goal domains to optimize goal setting and rehabilitation care among people with PD who have subjective cognitive decline.

23688 Impact of moving to a virtual format with the Wake Forest School of Medicine (WFSM) Mentor Academy (MA)

ABSTRACT IMPACT: The Wake Forest School of Medicine Mentor Academy has adapted to provide continued effective and relevant formal mentoring training to translational researchers in a virtual format, to improve mentoring and provide effective mentor-mentee communication tools. OBJECTIVES/GOALS: To determine whether the WFSM Mentor Academy (MA), an effective long-standing mentoring program for research faculty, is compromised after moving from an in-person to an online format as a result of COVID-19 restrictions. METHODS/STUDY POPULATION: A vetted National Research Mentoring Network (NMRN) implemented at WFSM addresses 6 major competencies (Effective Communication, Aligning Expectations, Assessing Understanding, Addressing Equity/Inclusion, Fostering Independence, Promoting Professional Development) over 6 months with 10 sessions (20 contact hrs). COVID-19 required that the MA (13 participants) move to an online format after 3 (out of 10) in-person sessions. We survey 26 self-rated mentoring competencies pre- and post MA, based on a numerical 7-point scale (abstract published for ACTS 2020) and, in 2020, included additional assessments of online versus in-person MA satisfaction/effectiveness and perceived impact on abilities of MA participants to mentor in an exclusively virtual format. RESULTS/ANTICIPATED RESULTS: All 13 participants responded to the survey and rated the online format as effective (9) or somewhat effective (4) for learning content. However, for participant interactions, only 4 found it effective and 9 somewhat effective. When assessing ability to mentor in a virtual format, most negatively affected competencies were ‘helping your mentee network effectively’ (7 of 13), ‘motivating your mentee’ (7), and ‘identifying and accommodating different communication styles’ (6). Goal setting (research goals, career goals) was rated easier under COVID-19 restrictions by 3 mentors. Increases in Pre-Post self-expressed mentoring effectiveness (+1 pt quality; +1 pt meeting mentee expectations) are similar to historical values, and 12 of the 13 mentors changed mentoring practices based on MA experiences. DISCUSSION/SIGNIFICANCE OF FINDINGS: While 2020 ratings for increased effectiveness are similar to prior years, since the 2021 MA will remain online, we will adjust content to address challenges identified in training mentors and in mentoring trainees in virtual settings by strategies to keep MA participants engaged online and sharing new resources for virtual/hybrid format mentoring.

National Strategy for Framing and Prioritizing Environmental Protection Research and Development Topics

One of the key methods for implementing the sustainability model in practice includes environmental vision and policy, goal setting, preference areas, and setting environmental research and development (ER&D) priorities. There are different ways to identify and prioritize the R&D of governments or international bodies, yet we have not found a comprehensive study or strategy regarding the framing and prioritization of ER&D at a national level. The aim of the study was to present a methodological approach, principles, and criteria for the prioritization of national ER&D. The study was initiated with a comprehensive literature review, including studies reported by a wide range of entities and countries, followed by the identification of eight principles to select ER&D priorities. Finally, each of the environmental issues was ranked in the frame of every principle, based on a quantitative criterion or criteria, considering global challenges, local needs, and capabilities.

Comparing the effects of goal types in a walking session with healthy adults: Preliminary evidence for open goals in physical activity

ObjectivesGoal-setting is one of the most common strategies used to increase physical activity. Current practice is often based on specific, measurable, achievable, realistic, and time-bound (SMART) goals. However, theory and research suggests that this approach may be problematic. Open goals (e.g., “see how well you can do”) have emerged as a possible alternative, but are yet to be tested experimentally in physically active tasks. In a walking-based session, this study aimed to experimentally compare the effects of open, SMART and do-your-best goals with a control condition on distance walked and psychological variables related to engagement. DesignRepeated measures design (mixed model). MethodParticipants (N = 78; Mage = 55.88) were randomly assigned to one of four goal conditions: an open, SMART, or do-your-best goal, or a control condition (“walk at your normal pace”), before completing a baseline and two manipulated attempts of a 6-min walking test. ResultsOpen, SMART, and do-your-best goals achieved greater distance walked, and higher ratings of perceived exertion, than the control across both experimental attempts. Open and SMART goals led to greater enjoyment of the session. However, SMART goals led to higher pressure/tension, while open goals led to higher perceptions of performance and higher interest in repeating the session. ConclusionsThese findings provide preliminary evidence for the efficacy of setting open goals in physical activity, and suggest that they may be more psychologically adaptive to pursue than SMART or do-your-best goals. Implications are discussed, and recommendations are made for future goal-setting research in physical activity.

Putting Behavioral Goal-Setting Research Into Practice

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition, we provide a step-by-step process for implementing goal-setting interventions in the classroom.

A situational analysis methodology to inform comprehensive HIV prevention and treatment programming, applied in rural South Africa

ABSTRACTSuccessful HIV prevention programming requires engaging communities in the planning process and responding to the social environmental factors that shape health and behaviour in a specific local context. We conducted two community-based situational analyses to inform a large, comprehensive HIV prevention programme in two rural districts of North West Province South Africa in 2012. The methodology includes: initial partnership building, goal setting and background research; 1 week of field work; in-field and subsequent data analysis; and community dissemination and programmatic incorporation of results. We describe the methodology and a case study of the approach in rural South Africa; assess if the methodology generated data with sufficient saturation, breadth and utility for programming purposes; and evaluate if this process successfully engaged the community. Between the two sites, 87 men and 105 women consented to in-depth interviews; 17 focus groups were conducted; and 13 health facilities and 7 NGOs were assessed. The methodology succeeded in quickly collecting high-quality data relevant to tailoring a comprehensive HIV programme and created a strong foundation for community engagement and integration with local health services. This methodology can be an accessible tool in guiding community engagement and tailoring future combination HIV prevention and care programmes.

Homelessness and the High Performance Cycle: A New Lens for Studying Exit Strategies

ABSTRACTAlthough social work scholarship has recognized the presence and utility of goals and goal setting among the homeless, the literature remains underdeveloped. This study evaluates the extent to which the work motivation literature, mostly applied in formal business settings, can improve current understandings of how persons successfully escape homelessness. Specifically, this study focuses on the high performance cycle, a model in organizational behavior research that outlines the specific processes involved in setting and achieving goals and that provides a robust framework for analyzing goal setting among homeless persons. The article compares those who have successfully exited homelessness to those who remain chronically homeless using 40 in-depth, semistructured interviews with homeless center clients in a multicity area in the Intermountain West. Interviews addressed the employment and housing histories of research participants, their views about living unhoused, and their attempts to exit homelessness. The participants' narratives matched themes described in goal-setting research, which suggests the utility of adopting processes outlined by the high performance cycle when assisting clients in exiting homelessness. Social service professionals can benefit by incorporating the goal-setting scholarship in their work with homeless populations. Future research might use quantitative surveys and experiments to determine the generalizability of this exploratory analysis.

ANALISIS PENGGUNAAN BANGUNAN PEREDAM BISING UNTUK MENGURANGI KEBISINGAN LALU LINTAS (STUDI KASUS JALAN ULUWATU II JIMBARAN)

The present transport activities cause negative effects in the form of various kinds of diseases in the community. The government in this case, it makes use of the guidelines Noise Reduction Building (BPB) to reduce traffic noise. BPB in the design of Highways made ??of konblok ALWA (Artificial Low Weight aggregate) with a height of 2.75 meters was built along the road at a distance of 5 meters from the edge of the pavement. In this study, the noise level will be analyzed without and with unobstructed BPB. This study began from site selection studies, problem identification, goal setting research, development BPB, measuring noise levels without and with BPB analysis of the data and draw conclusions. From the analysis of the results obtained by calculation that the path chosen as the object of study, namely Jalan Uluwatu II Jimbaran without BPB has a noise value of 73.23 dB (A). While the values ??obtained BPB 61.85 decibels A, the value of this noise then most of the raw noise threshold has been exceeded so that some kind of designation of the area should be kept lying on the edge of the pavement. From the calculation of the distance from the edge of pavement to reduce noise levels in order to be secure appropriate noise threshold obtained for the allotment of residential, hospitals, schools and places of worship should be within 24.29 meters from the edge of the pavement. For government offices, public facilities should be located at a distance of 6.79 meters, while for offices, commerce, industry, services and stations could be placed as close as possible but still within the protection of BPB.

The Effect of Professional Boards in Between SEW and Family Firm Performance

This paper examines the impact of professional boards on the relationship between socioemotional wealth (SEW) preservation and family firm performance. Based on Resource Dependency Theory (RDT) as well as goal-setting research, we propose that the installation of professional supervisory and management boards aids in the development of firm strategies that align SEW preservation and firm performance. An empirical investigation involving 104 private family firms from Germany supports our theory that professional boards moderate the relationship between SEW preservation and firm performance.

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 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.

Editorial

Editorial

New Developments in and Directions for Goal-Setting Research

Abstract. Goal setting is an “open” theory built on inductive findings from empirical research. The present paper briefly summarizes this theory. Emphasis is then given to findings that have been obtained in the present millennium with regard to (1) the high performance cycle, (2) the role of goals as mediators of personality effects on performance, (3) personality variables as moderators of goal effects on performance, the effect of (4) distal, (5) proximal, and (6) learning goals on performance on tasks that are complex for people, (7) the ways in which priming affects the impact of a goal, (8) the interrelationship between goal setting and affect, and (9) the results of goal setting by teams. Potential directions for research on goal setting in the workplace are suggested with regard to goal abandonment, perfectionism, an employee's age, subconscious goals, and the relationship between goals and knowledge.

A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance.

The authors conducted 2 studies of subconscious goal motivation. First, the authors ran a pilot study to establish the effects of priming of subconscious goals on a performance task frequently used in goal setting research. Second, the authors conducted the main study in which the authors examined the effects of both priming of subconscious goals and assigned conscious goals on the same performance task. The authors found significant main effects of both manipulations and a significant interaction between subconscious and conscious goals. The effects of conscious difficult and do-best goals were enhanced by subconscious goals, although conscious easy goals were not affected. All effects from the main study still held after 1 day.

The Volitional and Strategic Effects of Planning on Task Performance and Goal Commitment

This study integrates action-control theory and goal-setting theory research on planning by examining whether the volitional (e.g., implementation intention and implemental mind-set) and intellectual (e.g., strategic) benefits of planning have independent and interactive effects on performance and goal commitment. Results show that individuals who formed implementation intentions performed better than individuals who did not form implementation intentions, even after controlling for strategy variables. In addition, the volitional and strategy variables interacted to predict performance, suggesting that the volitional benefits of planning depend, in part, on strategy quality. Although the implemental mind-set and implementation intention manipulations did not influence goal commitment, strategy quality was positively related to goal commitment.

Missing the mark: effects of time and causal attributions on goal revision in response to goal-performance discrepancies.

In an attempt to extend past goal setting research, the present study examined the influence of goal-performance discrepancies (GPDs), causal attributions, and temporal factors on the process of dynamic self-regulation. Goal revision processes were examined longitudinally in a sample of 100 varsity-level college track and field athletes over the course of an 8-week competitive season. The results indicate that an individual's GPD significantly predicted the amount of goal revision engaged in by the athletes, such that participants were more likely to lower their competition (proximal) and season (distal) goals when they failed to reach these goals and their respective GPDs were large. However, as hypothesized, this relationship was moderated by stability attributions and the temporal location of the individual with respect to the time period allotted for goal attainment. Implications for future research in the area of goal setting and dynamic self-regulation are discussed.

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey.

The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.

Budgeting: An Experimental Investigation of the Effects of Negotiation

Despite the common use of negotiations to set budgets in practice, accounting research has focused primarily on budgets set unilaterally by subordinates, while goal-setting research in management has focused primarily on budgets set unilaterally by superiors. In addition, budgeting research in accounting has focused almost exclusively on the planning aspects of budgets to the exclusion of their motivational aspects. This study complements prior research in two ways. First, the study examines how budgets and the economic consequences of the budget-setting process differ when budgets are set through a negotiation process vs. when set unilaterally. The study also considers factors associated with negotiation agreement and the relation between agreement and the economic consequences of negotiated budgets. Second, the economic consequences examined are budgetary slack and subordinate performance, allowing us to address the trade-offs between the planning and motivational aspects of budgets. Negotiated budgets differ from unilaterally set budgets in a manner consistent with social norms and/or information transfer occurring during negotiations. Both the budgets and the economic consequences of the budgetsetting process differ when budgets are set through a negotiation process where superiors have final authority in the event of a negotiation impasse vs. when set unilaterally by superiors. Further, negotiation agreement significantly affects the economic consequences of negotiated budgets. Budgets set through a negotiation process ending in agreement contain significantly less slack. A failed negotiation followed by superiors imposing a budget has a significant detrimental effect on subordinate performance.

The Impact of Goals on Software Project Management: An Experimental Investigation

Over the last three decades, a significant stream of research in organizational behavior has established the importance of goals in regulating human behavior. The precise degree of association between goals and action, however, remains an empirical question since people may, for example, make errors and/or lack the ability to attain their goals. This may be particularly true in dynamically complex task environments, such as the management of software development.To date, goal setting research in the software engineering field has emphasized the development of tools to identify, structure, and measure software development goals. In contrast, there has been little micro-empirical analysis of how goals affect managerial decision behavior. The current study attempts to address this research problem. We investigated the impact of different project goals on software project planning and resource allocation decisions and, in turn, on project performance. The research question was explored through a role-playing project simulation game in which subjects played the role of software project managers. Two multi-goal structures were tested, one for cost/schedule and the other quality/schedule. The cost/schedule group opted for smaller cost adjustments and was more willing to extend the project completion time. The quality/schedule group, on the other hand, acquired a larger staff level in the later stages of the project, and allocated a higher percentage of the larger staff level to quality assurance. A cost/schedule goal led to lower cost, while a quality/schedule goal led to higher quality. These findings suggest that given specific software project goals, managers do make planning and resource allocation choices in such a way that will meet those goals. The implications of the results for project management practice and research are discussed.