Goal Theory Research Articles

Oligarchy of Power in The Management of C-Mine Resources in Noemuti, North Central Timor Regency

This paper raises the dynamics of oligarchic power relations in the management of C-quarry mining resources in the form of stone in Noemuti District, North Central Timor Regency. This research uses the oligarchy theory of Jeffrey Winters as a basis for analysis in looking at mining problems that seem to be deadlocked when dealing with power authorities in resource management in the regions. The practice of oligarchy in Winters' theory uses 5 main approaches. But in this paper, it only limits to two approaches, namely the concentration of wealth and the concentration of power. Facing the dynamics of oligarchy that strengthens in local resource governance, on the other hand, presents resistance from civil society to take part in the legitimacy of power in the context of equitable distribution of resource management policies. The practice of community resistance is based on Sidney Tarrow's theory of collective challenge, common goals, solidarity and collective identity and maintaining the politics of resistance.

Encoding consumer interests into product snippets with a multi-criteria genetic optimization approach

As an essential product cue in consumer information foraging, textual snippets can convey valuable scents that attract consumers to further access products, paving the way for online sellers to seize a competitive advantage. Premised on shopping goals theory, this study proposes a novel approach to designing high-quality product snippets that are particularly enhanced with consumer interests. First, snippet encoding is formulated as a multi-criteria optimization problem in which information sources are incorporated to distill consumer-appealing keywords considering both driving search and attracting selection, as well as to integrate the perspectives of sellers and consumers. Subsequently, a constrained genetic solution algorithm is developed, which copes well with the evolutionary nature of the problem to optimize snippets in an effective and efficient manner. Extensive experiments are conducted to verify the validity and superiority of the proposed approach.

Graduate Student’s Perception on Effectiveness of Virtual Education during Covid-19: Evidence from Structural Equation Modelling in Nepal

Background: The COVID-19 pandemic forced educational institutions worldwide to shift to online learning, disrupting traditional academic calendars. In Nepal, this transition significantly impacted graduate students, raising concerns about the effectiveness of virtual education. Objective: This study aims to examine the effectiveness of virtual education on student satisfaction and performance during the COVID-19 pandemic among graduate students in the Kathmandu Valley. Method: Based on the achievement goal theory, 203 graduate students from management colleges in Kathmandu Valley were selected through purposive sampling. Data were collected using a structured questionnaire administered via KOBO Toolbox. Both descriptive and inferential analyses, including Structural Equation Modeling (SEM), were employed to analyze the data. Result: The findings reveal that while the majority of students showed a positive attitude toward online classes, dissatisfaction arose due to a lack of training and familiarity with new information technologies. The SEM results indicate that course design, prompt feedback, and student expectations significantly influence student satisfaction, which in turn mediates the relationship between these factors and student performance. Challenges such as power outages, difficulty concentrating, lack of access to technology and insufficient instructor knowledge were identified as major obstacles. Conclusion: Although graduate students in Kathmandu Valley reported a generally positive outlook towards virtual education, several significant challenges need to be addressed to improve the effectiveness of online learning, particularly in terms of instructor quality and technological infrastructure. Paper Types: Research Paper Keywords: COVID-19, Virtual Education, Management Student, Effectiveness, Graduate Students Perception JEL Classification: D83, I20, L86, A23

Professional Learning in the Workplace: How and Why do Physicians Learn?

Learning in the workplace supports physicians in developing competences to ensure quality medical care. As such, learning in the workplace is essential for physicians’ life-long professional development. Notwithstanding its importance, research on physicians’ learning in the workplace and the corresponding motivational drivers is limited. In this study, 17 semi-structured interviews were conducted to explore experienced physicians’ learning activities and their motivation for learning in the workplace. In addition, it was examined whether differences could be noted in learning in the workplace depending on physicians’ experience, specialism, gender or the type of hospital they work in.Concepts from learning in the workplace and motivation theories, i.e. learning activities in the workplace, self-determination theory and achievement goal theory, guided the data analysis, and an inductive analysis was conducted as well. Results revealed various learning activities for instance but not limited to: learning by asking colleagues for feedback, asking for help while performing particular medical actions, helping students while conducting their assignments or observing colleagues. Besides, the participants indicated different motives for learning. Physicians reported that they are motivated to properly perform their job, they enjoy learning and/or like learning in relation to solving challenging cases. The study shows that participants’ differences in motivation can be related to seniority and the type of hospitals physicians are employed in.

Academic motivations and the risk of not in employment, education or training: university and vocational college undergraduates comparison

PurposeThis study aims to investigate the relationship between academic motivations and the risk of Not in Employment, Education or Training (NEET) among university undergraduates and Vocational Education and Training (VET) undergraduates.Design/methodology/approachThe sample included 402 Vietnamese university undergraduates and 250 VET undergraduates in the southern region of Vietnam. Students took part in a survey, with all participants being informed about the study’s purpose and assured that their involvement was entirely voluntary. In addition to descriptive statistics, the study employed linear regression in SPSS to examine hypotheses.FindingsThe findings indicate that, for university students, intrinsic motivation and mastery approach motivation are associated with reduced NEET risk, while performance avoidance motivation is positively linked to this tendency. In contrast, for VET students, extrinsic motivation and performance approach motivation are negatively associated with NEET risk, but mastery approach motivation may exacerbate the risk.Originality/valueGrounded in the principles of Self-Determination Theory (SDT) and Achievement Goal Theory (AGT), the study proposes that university students may prioritize competence improvement, knowledge acquisition and the satisfaction of their learning interests, which they believe will help them acquire valuable knowledge beneficial for their future careers. Conversely, VET students emphasize performance and external achievement, which may enhance their outcome and reduce NEET risk. These findings offer significant theoretical and practical insights into the adoption of SDT and AGT and also provide educators or policymakers with more detailed information regarding university and VET students’ learning and development.

Goal Orientation as a Predictor of Perceived Physical Literacy Among Fitness Participants: An Application of the Achievement Goal Theory

This study investigates the relationship between exercise goal orientation and perceived physical literacy among fitness center members, grounded in the Achievement Goal Theory. This study posits that goal orientation significantly influences how individuals engage in fitness activities, thus impacting their intrinsic motivation and physical literacy. Using a cross-sectional design, data were collected from 393 participants via an online survey that assessed their goal orientation and perceived physical literacy. Statistical analyses included the normality test, independent sample t-test, analysis of variance (ANOVA), and regression analysis. The findings indicate that mastery-oriented goals, which focus on personal growth and competence, are significant predictors of higher perceived physical literacy than performance-oriented goals that emphasize external validation. The study also identified notable demographic differences: younger individuals and those who frequently exercise exhibit stronger mastery orientations and higher levels of perceived physical literacy. Specifically, younger participants (18-24 years) reported higher confidence and knowledge in physical literacy than older participants (35 and above). Additionally, male students score higher on the perceived knowledge component of physical literacy than female students. Frequent exercisers (4 or more times per week) demonstrate higher levels of both goal orientation and perceived physical literacy. These insights underscore the need for tailored interventions that promote mastery goals while fostering lifelong engagement in physical activities. By bridging existing research gaps, this study contributes to the development of more effective fitness programs that enhance health and well-being through personalized approaches that account for individual differences in motivation and literacy.

Dual pathways to high performance: Team achievement goals, cooperation, and competition in elite sports teams

High performance is a key priority for elite sports teams. With this study, we investigate the performance of interdependent elite youth sports teams in relation to team achievement goals and within-team cooperation and competition, generically defined as teams’ shared perception of the extent to which team members engage in cooperative or competitive behaviors. Integrating achievement goal theory and social interdependence theory, we propose that team mastery goals (teams’ collective pursuit of learning and development) relate to within-team cooperation and that team performance goals (teams’ shared focus on winning and demonstrating competence) relate to within-team competition. Next, we propose that within-team cooperation facilitates team performance and explore the link between within-team competition and team performance. After the winter break, 289 players from 42 elite field hockey teams completed online survey questions about team achievement goals, cooperation, and competition. Team performance was represented by teams’ end-of-season point totals. Multilevel path modeling suggests dual pathways to team performance: (1) The more teams fostered team mastery goals, the more cooperative team members’ interactions were and the better the teams performed, and (2) the more teams fostered team performance goals, the more competitive the interactions among team members were and the better the teams performed. We tentatively interpret this dual pattern from the perspective of high-level interdependent youth sports teams as “coopetitive” environments, where teams traditionally focus on learning and development and where baseline levels of cooperation are high, creating conditions in which cooperation and some degree of competition can coincide and jointly contribute to team performance.

Tennis Coaches' Self-Determined Motivation and Achievement Goals: Links between Coach-Created Motivational Climate, Work Engagement, and Well-Being.

Tennis coaches display significant influence, catalyzing changes in athlete performance, motivation, and overall well-being. Research on coaches' motivations and their impact on coaching style, work, and well-being is limited, especially in individual sports like tennis. Based on self-determination (SDT) and achievement goal (AGT) theories, the aim of the present study was to examine the relationships of coaches' self-determined motivation (intrinsic, extrinsic, and amotivation), basic psychological needs satisfaction (autonomy, relatedness, and competence), and achievement goals (self-improvement-SI, self-enhancement-SE, self-transcendence-ST) with their coach-created empowering-disempowering motivational climate, work engagement, and well-being (subjective vitality). Participants were 106 tennis coaches from Greece (66 males and 40 females), with an average age of 41.30 ± 12.54 years and coaching experience ranging from six months to 40 years. Data was collected through online questionnaires. Correlation analysis revealed that intrinsic and extrinsic motivation, satisfaction of the three basic psychological needs, and achievement goals were found to be positively related to an empowering climate, work engagement, and subjective vitality. Coaches' amotivation was positively related to a disempowering climate. Multiple regression analyses showed that autonomy and ST achievement goals significantly predicted tennis coaches' empowering motivational climate, while none of the independent variables were significant predictors of the disempowering motivational climate. Additionally, intrinsic motivation and ST goal significantly predicted tennis coaches' work engagement, while autonomy and ST goal significantly predicted their subjective vitality. It is advisable for forthcoming coach education initiatives to consider these findings as an additional justification for tennis coaches to incorporate multiple perspectives into their coaching methodologies.

Impact of Home Assignment on the Achievement of Students in Makawanpur District, Nepal

The main goal of the study is to analyze the impact of home assignment on the achievement of students. The null hypothesis states there is no association between practices of home assignment and the achievement of the students. The study was guided by Achievement Goal Theory of Nicholls as well as descriptive and analytical research design was applied. At the same time, the cross-sectional data collection method was administered. The study was carried out among 386 students of 14 sampled schools of Makawanpur district, Nepal 2024 AD. The students were selected with the stratified random sampling method. The study shows that the students of educated parents spent less time in doing home assignment as compared with the students of illiterate parents. The parental support seems to have positive result on doing home assignment of the students. The location of school and students did not have any effect on doing home assignment. The result shows that there was the positive impact of home assignment on the achievement of the students and statistically, there significant association (p=0.022≤ 0.05) between home assignment and the achievement of students. Home assignment for both the students and parents is a burden. There was a debate on home assignment that it harmed the mental health of the children, at the same time some studies claimed that it had a positive impact on the achievement of the students if administered effectively. The study also emphasized the importance of home assignment for the better achievement of the student in school life. The study helps educational institutions to form a strategic plan and develop the model of home assignment that enhance the achievement of students.

Relationship between Sports Participation and Academic Discipline in Middle School Students in Egypt

Purpose: The aim of the study was to analyze the relationship between sports participation and academic discipline in middle school students in Egypt. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Research on college athletes in Malaysia reveals that regular physical exercise significantly improves sleep quality by increasing sleep duration and efficiency. Exercise reduces sleep latency, helping athletes fall asleep faster, and enhances deep sleep stages crucial for recovery. Additionally, physical activity aids in managing stress and anxiety, which are linked to poor sleep. However, the impact of exercise can vary depending on its intensity and timing. Unique Contribution to Theory, Practice and Policy: Self-determination theory (SDT), social cognitive theory (SCT) & achievement goal theory (AGT) may be used to anchor future studies on the relationship between sports participation and academic discipline in middle school students in Egypt. Schools should implement structured sports programs that emphasize not only physical skills but also the development of discipline, teamwork, and time management. Schools should adopt policies that promote the integration of sports and academics, ensuring that sports participation is not viewed as a distraction but as a complementary activity that enhances academic discipline.

Paths from simple game-targeted pro-environmental behaviors to more diverse pro-environmental behaviors: Empirical evidence from the Ant Forest app

Game interventions have drawn much attention for their playful features and “painless” promotion of simple game-targeted pro-environmental behaviors (GPEBs), which could spill over to more “costly” prosocial behaviors for pro-environmental causes (PSBPs). The literature places much emphasis on game-targeted mechanisms (e.g., enjoyment and competition) to explain the impacts of game interventions, but pays little attention to non-game-targeted mechanisms to explore their spillover effect. Using online survey data from 1246 Chinese residents, this paper first compares players’ and nonplayers’ levels of engagement with GPEBs and with two common PSBPs, finding a positive spillover effect from game-targeted simple behaviors to more diverse PSBPs. Based upon goal theory, self-perception theory, and learning theory, the paper then examines the underlying mediating mechanisms of the positive relationship between GPEBs and PSBPs for subsamples of players and nonplayers respectively. The results demonstrate that individual awareness of problem and self-efficacy could be enhanced through engaging in simple GPEBs, which could spill over to more challenging and “costly” PSBPs, including charitable giving and volunteering for pro-environmental causes. The study provides important insights on helping to encourage specific types of more challenging PSBPs not directly targeted by the game.

Antecedents of teachers’ motivational behaviours in physical education: a scoping review utilising achievement goal and self-determination theory perspectives

ABSTRACT Physical Education (PE) teachers’ adoption of motivational teaching behaviours is a critical determinant of students’ quality of experience in lessons. Drawing from achievement goal theory (AGT) and self-determination theory (SDT), extensive evidence has substantiated the consequences of teachers emphasising a specific type of motivational climate (AGT) or interpersonal style (SDT). However, less attention has been paid to critically appraising the antecedents of teachers’ behaviours underpinning a particular climate or style. Therefore, the aim of the present scoping review was to evaluate the extant literature addressing the determinants of teachers’ motivational behaviours in PE from AGT and SDT perspectives. Nine databases were searched to identify 94 studies that met the inclusion criteria. Findings revealed that more studies had sought to understand the reasons for teaching behaviours from a SDT approach than from the lens of AGT. Moreover, multiple personal and contextual factors were shown to be associated with, or to impact upon, teachers’ behaviours. Future research should adopt a more theoretically integrative approach to advancing our understanding of teachers’ motivational behaviours, as well as examine additional antecedents that might be suitable for intervention with pre- and in-service PE teachers.

Achievement Goals as Mediators of the Links Between Self-Esteem and Depressive Symptoms From Mid-Adolescence to Early Adulthood.

Numerous studies have sought to determine whether low self-esteem acts as a risk factor for depressive symptoms (i.e., a vulnerability model) or whether depressive symptoms lead to a decrease in self-esteem (i.e., a scar model). Although both models have received some support, very little research has: (a) addressed this question across critical life transitions likely to modify this pattern of associations, such as the transition to adulthood; (b) sought to identify the psychological mechanisms (i.e., mediators) underpinning these associations. The present study was designed to address these two limitations, focusing on the directionality of the associations between depressive symptoms and self-esteem from mid-adolescence to early adulthood while considering the role of motivational factors, namely mastery (intrinsic/extrinsic) and performance (approach/avoidance) goals as conceptualized in achievement goal theory. A sample of 707 Finnish adolescents aged 15-16 (52.1% boys) was surveyed six times up to the age of 25. Results from a cross-lagged panel model (CLPM) revealed that depressed individuals were more likely to have low self-esteem, although self-esteem protected against depressive symptoms between ages 16-17 to 20-21. Moreover, while self-esteem promoted mastery-extrinsic goals which in turn reinforced self-esteem, depressive symptoms promoted performance-avoidance goals which led to more depressive symptoms and lower self-esteem. Overall, these findings highlight (1) the long-lasting negative consequences of depressive symptoms on self-esteem and (2) the crucial role played by academic motivation in explaining the development of depressive symptoms and self-esteem over time. In turn, these results help refine the vulnerability and scar models, and suggest that motivational factors should be considered in prevention and intervention efforts among young populations.

Multiple Goals Theory and Communication Quality Analysis for Fellows Communication Training.

End-of-life communication skills are vital to high-quality critical care. Patients and families often report deficiencies in end-of-life communication by providers. However, formalized training is difficult to implement and study on a large scale. Furthermore, curricula are often designed with early-stage clinical trainees in mind and are not tailored to advanced clinician learners. The goal of this pilot study was to explore educational and practical implications of using Multiple Goals Theory (MGT), Communication Quality Analysis (CQA), and communication logs as a three-pronged, reflective communication curriculum for advanced trainees. We describe design and qualitative evaluation of a novel, pilot, longitudinal curricular intervention for pulmonary and critical care fellows and program directors at a tertiary academic medical center. The 2-year longitudinal communication curriculum incorporates 1) a theoretical framework from communication science (MGT), with 2) a novel training modality of analyzing audio-recorded intensive care unit family meetings (CQA), and 3) written communication logs after an intensive care unit family meeting. The sample included 13 pulmonary and critical care medicine fellows and two program directors. Qualitative thematic analysis was conducted on seven fellow interviews and on 23 communication logs completed. Four themes emerged from interviews: 1) fellows incorporated the skills into real-life practice and found the curriculum useful and valuable; 2) a key takeaway from MGT was the deemphasis of task goals; 3) CQA was an engaging opportunity for self-reflection and learning; and 4) written communication logs were perceived as helpful in theory but too burdensome in practice. Findings from analyses of the communication logs included that most fellows' writing was brief and without substantial reflection. Many scholars have argued that communication theory can impact practice, but few have recognized the potential of theory and methods, such as MGT and CQA, as educational tools. Our findings demonstrate that MGT is a feasible and useful theoretical framework for improving communication skills among advanced trainees, and CQA fosters meaningful self-reflection about practice. Communication logs were not feasible or useful training tools in this context, but CQA workshops helped fulfill the goals of narrative reflection. Next steps are to implement this curriculum in more programs and measure changes in behavior acquisition and clinical care.

Strategic Leadership and Motivation: Exploring Cognitive Theories and GRIT Traits

Summary During the 20th century, significant investments were made in the improvement of individuals who would manage change, plan and solve problems well. The development of corporate leaders is becoming one of the priorities, as well as creating individuals who will know how to create and convey the vision and strategy of the company. In this process, it is crucial to select individuals to whom motivational models can be applied and to locate GRIT personality traits. Numerous theorists throughout history have been researching the concept of motivation, defining it and discovering the factors that motivate individuals. The study of motivation encompasses a wide range of assumptions, hypotheses, theories, findings, and areas of application. Understanding them helps the company and managers to understand themselves and others in the workplace better, all with the aim of increasing the chances of success in an individual’s career as well as raising the level of success of the company. Different theories try to explain the overall motivation, theoretical questions or motivational problems, and tendencies that concern a certain group of people. We live in times when organisations are under great pressure to reduce costs, improve the quality of products and services, find new opportunities for growth, and increase work efficiency. In this paper, we will consider cognitive theories of motivation and the factors that could be positive and relevant to the success of companies and managers. At the same time, we discuss theories of motivation, such as Weiner’s Attribution Theory, Locke’s Goal Theory, and Vroom’s VIE Model. Before presenting these theories, the theoretical framework of research on motivational dimensions is considered. We also emphasise the GRIT model of traits that we believe are applicable in the development of an individual’s career and in raising success at the individual and corporate levels.

Opposites attract? Mixed-sex parents' and siblings' sport participation differentiates youth athletes' perceived parenting climates.

Guided by family systems and achievement goal theories, this study examined how the sex of athletes and their main sport parents, as well as sport participation patterns (same sport, different sports, and no sports) of parent-athlete and sibling sex compositions (same-sex and mixed-sex), differentiated athlete perceptions of parenting climates-task-involving (emphasizing individual improvements, effort, and mastery) and ego-involving (emphasizing winning and performance comparison). Participants were 353 U.S. high school athletes (Mage=15.52 and SD=1.18; 55% male) who completed a survey on perceived parenting climates, family compositions, and sport backgrounds of their parents and siblings. We conducted six moderated regression analyses, two of which used (1) athlete sex and main sport parents' sex, (2) sport participation patterns of parent-athlete sex compositions, or (3) sport participation patterns of sibling sex compositions as independent variables. Four of the analyses were statistically significant with small effect sizes, showing that (1) boys perceived greater ego-involving climates than girls; (2) athletes whose same-sex parents played sports (same or different sports) compared to no sports-perceived greater task-involving climates: (3) athletes whose mixed-sex parents played (same or different sports) compared to no sports-perceived greater task-involving climates and less ego-involving climates; and (4) athletes whose mixed-sex siblings played different sports than they did, compared no sports, and perceived greater task-involving climates. None of the interactions were significant. Findings provide theoretical and practical implications by incorporating motivational climates, addressing the potential relationships of parents' and mixed-sex siblings' sport participation to adaptive parenting climates.

Individual Management of Physical Activity of Tourism and Recreation Students Through Mobile Applications

Abstract Introduction. The impact of mobile applications on the physical activity of Tourism and Recreation students in Krakow has not been the subject of in-depth research so far. The aim of this study is to identify the areas of management, scope of use and motivation for using mobile applications during physical activity by students of Tourism and Recreation. The theoretical framework for motivation analysis is the Achievement Goal Theory. Material and methods. A quantitative approach was adopted, surveys were conducted among students of Tourism and Recreation in Krakow. The basic parameters of descriptive statistics, coefficient of variation V, and correlation coefficients were calculated. Results. Students of Tourism and Recreation use mobile applications while running, cycling and aerobics. The most important functionalities for students are those that support processes of controlling the performance of their physical activity. The results show that, with regard to the Achievement Goal Theory, stronger motivation comes from aspects falling into the Goal category. Conclusions. In the theoretical aspect, the results deepened the understanding of the processes of individual management of students’ physical activity; in the methodological aspect, they allowed the researchers to conclude that the Achievement Goal Theory is suitable for analysing the motivation to use mobile applications during physical activity, while in the practical aspect, the results indicated the possibility of improving the quality of students’ physical activity through individual management with the efficient use of mobile applications.

Effects of Sports Participation on Academic Performance in Adolescents

Purpose: The aim of the study was to assess the effects of sports participation on academic performance in adolescents. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate a positive correlation between sports involvement and academic achievement, others highlight potential drawbacks such as time constraints and fatigue. Sports participation has been associated with improved cognitive function, time management skills, and self-discipline, which can positively impact academic performance. However, excessive commitment to sports may lead to neglect of academic responsibilities and increased stress. Furthermore, the influence of sports on academic performance can vary depending on factors such as the type of sport, level of competition, and individual characteristics of the student. Overall, while sports participation can offer various benefits for adolescents, striking a balance between athletic and academic pursuits is crucial for maximizing overall development and success. Implications to Theory, Practice and Policy: Self-determination theory, social learning theory and achievement goal theory may be used to anchor future studies on assessing effects of sports participation on academic performance in adolescents. Educators and school administrators should prioritize the integration of physical activity and sports programs within school curricula to support academic success. Policymakers should recognize the importance of sports participation in promoting holistic youth development and academic success.

A multifactorial model of intrinsic / environmental motivators, personal traits and their combined influences on math performance in elementary school

Numerous studies have explored the important role of achievement goals, as well as factors such as interest and self-efficacy, for academic performance of students of various ages. Such studies usually focus on the influence of one or two of these factors that are known to be associated with performance. At the same time, achievement goals themselves are influenced by environmental factors such as the influence of “significant others” (parents, teachers) or the overall socio-cultural context. In the present study, we expand the framework of achievement goal theory by building a holistic multifactorial path analysis model of direct and indirect influences, where achievement goals and personality traits such as self-efficacy and interest exert a combined influence on performance, but also receive influence from environmental factors.To achieve this goal, we collected data from 762 5th and 6th grade students, who attended 22 public primary schools in Cyprus. Data was collected with reliable and valid self-report scales such as the Achievement Goal Questionnaire (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS), as well as a battery for Mathematical performance created by the researchers.Our results indicate a robust model that effectively captures the complex grid of associations between these factors of interest. Among other findings, self-efficacy and interest were found to mediate the relation between students’ mastery goals and performance. In sum, this research underscores the profound significance of mastery goals, self-efficacy and interest in Mathematical performance.

Crossmodal compensation: Sensory discomfort affects consumer preferences across modalities

AbstractConsumers are frequently exposed to uncomfortable sensory circumstances (e.g., hot weather and noise pollution), yet little research has examined how such discomfort might systematically shape preferences. Drawing from research on crossmodal associations, we propose and empirically support a discomfort‐driven crossmodal compensation effect in which consumers exposed to uncomfortable atmospheric sensations in one modality (e.g., loud noise) compensate through product choices across other modalities (e.g., choosing visually “quiet” products). Across five studies, we document the consequences of this phenomenon on actual (studies 1 and 2) and hypothetical (studies 3, 4, and 5) consumer choices and preferences. Further, we demonstrate that a desire to reduce sensory discomfort drives this crossmodal compensation effect, and the spillover only manifests when individuals are unable to adjust within the initially disturbed modality. Our research contributes to the literature on goal theory and crossmodal associations by demonstrating that discomfort experienced in one modality can systematically affect product preferences in other modalities.