State Goal Orientation Research Articles

Effects of interaction between social comparison and state goal orientation on task performance

Drawing on social comparison theory, we explored the effects of the interaction between state goal orientation and directional social comparison on individuals' task performance. In most goal achievement situations, individuals are likely to perform in a social context, which warrants investigation of how the interplay between goal characteristics and surrounding social stimuli influences their performance. We conducted a state-based experiment with 162 undergraduate students, utilizing a 3 (state goal orientation: learning, prove performance, avoid performance) × 2 (social comparison: upward and downward) between-subjects design. When the learning goal orientation or the prove performance goal orientation were manipulated, individuals who had a comparison target performed better than did those who worked by themselves on the given task. In particular, when individuals with a learning goal orientation or a prove performance goal orientation had a downward comparison target their performance improved, whereas those with an avoid performance goal orientation performed better when they had an upward comparison target. Overall the findings explicate the joint roles of state goal orientation and social comparison in influencing task performance.

Peran Pernyataan Orientasi Tujuan Kinerja dan Pernyataan Orientasi Tujuan Pembelajaran terhadap Kemampuan Mahasiswa

Objective orientation is a mental framework as individuals give an impression and respond to situations or events that they face. Typically there are two kinds of goal orientation, namely orientation of performance goals (performance orientation) and orientation of learning goals (learning goal orientation). The phenomenon that there are still students who are extension or extension of time in doing the Final Project are all caused by the ability possessed by the individual. There are three factors that underlie the ability; self-efficacy, goals and performance. The researcher followed up the existence problems in the 2015 Accounting Study Program with four samples of Higher Education in Jember Regency, there were 82 respondents to answer the questionnaire given. Therefore an analytical tool is needed to determine the abilities possessed by students of the Accounting Study Program in Jember Regency. In this study researchers will test performance goal orientation statements (state performance goal orientation) and statement of learning goal orientation (state learning goal orientation) on self-efficacy (self-efficacy), goals (goals) and performance (performance) that each individual has.
 Keywords: Goal Orientation, State Goal Orientation Learning, State Performance Goal Orientation, Self-Efficacy, Goals and Performance.

Interteam Cooperation and Competition and Boundary Activities: The Cross-Level Mediation of Team Goal Orientations.

Drawing on Dragoni’s cross-level model of state goal orientation, this research aims to examine the cross-level mediating effect of team goal orientation on the relationships between interteam cooperation and competition and three forms of boundary activities. Study 1 tested the proposed mediating relationships by collecting survey data from 249 members of 45 South Korean work teams. Additionally, we conducted a two-wave longitudinal study (Study 2) on 188 undergraduate students to replicate the relationships between three types of team goal orientation and their relevant forms of boundary activities. In Study 1, we found positive associations between interteam cooperation and team learning goal orientation, and between interteam competition and team performance-prove and performance-avoid goal orientations. Team learning and performance-prove goal orientations were positively related to boundary spanning and reinforcement. As predicted, team learning goal orientation had a stronger relationship with boundary spanning than team performance-prove goal orientation, whereas team performance-prove goal orientation had a stronger relationship with boundary reinforcement than team learning goal orientation. While team learning goal orientation mediated the relationship between interteam cooperation and boundary spanning and reinforcement, team performance-prove goal orientation mediated the relationship between interteam competition and boundary spanning and reinforcement. The results of Study 2 demonstrated the positive lagged effects of team performance-prove goal orientation on boundary reinforcement and of team performance-avoid goal orientation on boundary buffering.

PENGARUH STATE GOAL ORIENTATION TERHADAP PERFORMANCE DENGAN SELF-EFFICACY SEBAGAI VARIABEL PEMODERASI APLIKASI MATA KULIAH AKUNTANSI KEUANGAN LANJUTAN II

This goal of this research is want to know the effect of state goal orientation (SLGO) to performance and self-efficacy of accounting student. The sample in this study are students who have taken 2nd advanced financial accounting course which amounted to 136 respondents. Sample of this research is students who have taken 2nd advanced financial accounting course. Sampling technique used in this research is purposive sampling. The analysis tool used is SPSS version 18.0, the analytical technique used is validity test, reliability test, classic assumption test, simple linear regression analisys, t-test, correlation coefficient, and determinant coefficient. The t-test results show that the effect of SLGO on self-efficacy has a significance value is 0.007 and 0.005. The significance value of state performance goal orientation (SPGO) to self-efficacy is 0.130 and 0.596. The significance value of self-efficacy on the performance of accounting students is 0.033 and 0.041. It can be concluded that SLGO has an influence on self-efficacy, but state performance goal orientation has no effect on self-efficacy, and self-efficacy has an influence on accounting student performance.

Correlates of state goal orientation for an MBA team project using a real-time performance feedback mobile application

ABSTRACTEmployees are increasingly using mobile applications for performance appraisals. Using 117 working master of business administration students engaged in team-based class projects, the authors utilized a new mobile app, DevelapMe, to provide team peers with real-time feedback. The authors investigated the correlates of state goal orientation. Using openness to receiving critical feedback, three reliable sender-based scales were found: sender explain, trust sender, and sender identify self. All three scales had a significant positive relationship to learning goal orientation, two of three with prove performance goal orientation, and none with avoid performance goal orientation. Practice in receiving peer-based real-time feedback can prepare students for using such mobile apps at work.

Employment goal commitment moderates the impact of job search goal orientation on the job search process

PurposeThe purpose of this paper is to enhance the understanding of self-regulation during job search by integrating goal-orientation theory with a resource allocation framework.Design/methodology/approachThe author surveyed job searching new labor market entrants at two time points and hypothesized that the effects of job seekers’ state goal orientations on indicators of self-regulation during the job search process (procrastination, anxiety, and guidance-seeking behaviors) depended on levels of employment goal commitment (EGC).FindingsResults indicate that for job seekers with higher levels of EGC, a state learning-approach goal orientation (LGO) was beneficial for the job search process and a state performance-approach goal orientation (PGO) was detrimental. For job seekers with lower levels of EGC, a state LGO was detrimental to the search process, while a state PGO was beneficial.Research limitations/implicationsThis research extends the understanding of state goal orientation in the context of job search. Future research may replicate these findings with different samples of employed and unemployed job seekers and extend this research with additional conceptualizations of resource limitations.Practical implicationsThe present research suggests that the effectiveness of learning-approach goal-orientation training methods in the context of job search must be considered in light of individual differences in resource availability. In particular, individuals with lower resources available for job searching may benefit from interventions focusing on increasing state PGO.Originality/valueThe present results suggest that EGC is an important moderator of the impact of job search goal orientation on indicators of self-regulation during job search, and therefore present important boundary conditions regarding the role of state goal orientation in the job search process.

Teams in pursuit of radical innovation: A goal orientation perspective

Existing theoretical models of team innovation emphasize internal team processes and external conditions that facilitate or hinder innovation, but these models tend to be more suited for incremental than for radical innovation. Teams developing radical innovations face greater uncertainty and risk of failure and often encounter unanticipated challenges that require the concerted efforts of the team as a whole to move the project forward rather than face termination. Drawing on state goal orientation theory, we analyze the motivational drivers that position teams to effectively deal with such challenges. We propose a novel approach for managing team motivational states that involves adapting team goal preferences at key points in the innovation process in order to achieve radical innovation success. We advance a model highlighting teams' ability to dynamically shift shared goal orientations to meet acute “shocks” that disrupt regular team activities and threaten the survival of the innovation project. We i...

Complaint or recommendation? The impact of customers' state and trait goal orientations on customer engagement behaviors

AbstractThe importance of customer engagement behaviors (CEBs) has been widely acknowledged in marketing. CEB encompasses an interactive relationship with the engaged object. A customer's personality characteristics play an important role in the interactive process. So it is necessary to examine how customer's personality characteristics influence customer engagement behaviors. However, there has been relatively less empirical research examining the impact of a customer's personality characteristics on CEBs. Customer goal orientation (promotion orientation vs. prevention orientation) is one such important personality characteristic. This research examined how customer goal orientation influenced CEBs. We used a priming technique to examine the relationships between the customer's state goal orientation and the customer's recommendations and complaints in study 1. The results showed that customers with state promotion‐focused goal orientations initiated more recommendations than the customers with state prevention‐focused goal orientations. For complaints, the difference between these two groups was not significant. Study 2 investigated the impact of trait goal orientation on the customer's recommendations and complaints. The results showed that the trait promotion‐focused goal orientation customers were more likely to initiate both recommendations and complaints behaviors than the trait prevention‐focused goal orientation customers. The findings of the research demonstrate that customer goal orientation is an important influence on positive and negative CEBs, and state and trait goal orientations have different impacts on CEBs. This research helps companies aiming to improve their customers' CEBs by suggesting which type of customers (in terms of goal orientation) are more likely to engage. Copyright © 2016 John Wiley & Sons, Ltd.

Team-level goal orientation: an emergent state and its relationships with team inputs, process, and outcomes

Building on recent efforts to extend the concept of goal orientation to teams, we identify team-level goal orientation as an emergent state, distinct from static trait goal orientations of team members. We reinforce this distinction by developing and testing hypotheses about team inputs, processes, and outcomes as determinants of the development of team goal orientation over time. We test our hypotheses with longitudinal data from 230 participants on 64 teams engaged in a management simulation. We find that team members’ trait goal orientations affect the team’s state goal orientation, but only in the early stages of team functioning. Team process and interim outcomes drive changes in team state goal orientation.

The Other Side of Goal Orientation and Training Outcomes: Mediating Role of Training Motivation

The effect of goal orientation on training motivation and training outcomes is measured from a sample of 216 employees. The empirical evidence confirms that state goal orientation is a three dimensional construct (performance, learning and refusal) and it predicts training motivation and training outcomes. It establishes that training programs in organizations have learning and less explored “non-learning” outcomes. And training motivation mediates the relationship between goal orientation and both outcomes. Implications of these new insights for academicians and practitioners are discussed.

Teams in Pursuit of Radical Innovation: A Goal Orientation Perspective

Existing theoretical models of team innovation emphasize internal team processes and external conditions that facilitate or hinder innovation, but these models tend to be more suited for incremental than for radical innovation. Teams developing radical innovations face greater uncertainty and risk of failure and often encounter unanticipated challenges that require the concerted efforts of the team as a whole to move the project forward rather than face termination. Drawing on state goal orientation theory, we analyze the motivational drivers that position teams to effectively deal with such challenges. We propose a novel approach for managing team motivational states that involves adapting team goal preferences at key points in the innovation process in order to achieve radical innovation success. We advance a model highlighting teams' ability to dynamically shift shared goal orientations to meet acute “shocks” that disrupt regular team activities and threaten the survival of the innovation project. We identify the roles of ambidextrous leadership and reflexive team processes in achieving goal orientation shifts as important factors in radical innovation success. Although unanticipated challenges related to idea development and idea promotion may occur in both radical and incremental innovation projects, we argue that the effects are stronger the more radical the innovation.

Feedback-Seeking and Social Networking Behaviors During Job Search

This paper combines research on self-regulation, social resource theory, and weak tie theory to propose a conceptual model for why some people network more than others when searching for a job. This article explores the hypothetical relationship between social networking behaviors and self-regulatory mechanisms. Specifically, the focus is on explaining the differences in the job seeker’s feedback-seeking and networking behaviors and how they vary depending on state and trait goal orientation, motives for feedback seeking, and types of ties the job seekers connect with. A conceptual model of self-regulation and social networking behaviors presents a set of testable relationships that can be explored using correlational and experimental methods. The article also proposes specific research directions for testing the model and discusses the practical implications of the relationships.

Examining Situationally Induced State Goal Orientation Effects on Task Perceptions, Performance, and Satisfaction: A Two‐Dimensional Conceptualization1

We examined the longitudinal effects of situationally induced 2‐dimensional state goal orientations (i.e., achievement goals) on perceptions, performance, and satisfaction. Results (N = 268) indicated that high state learning cues led to higher perceived challenge and, for higher ability individuals, greater performance gains. Further, high state performance cues led to higher perceived effort. However, results revealed that state learning and performance effects were more complex than expected. State learning effects on challenge and state performance effects on effort were both stronger with other cues absent. Additionally, increasingly beneficial state learning cue effects were stronger for higher ability individuals. Thus, results provided support that state learning and performance goals are separate dimensions, and their interactive effects need further examination.

Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability.

This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.

A meta-analytic examination of the goal orientation nomological net.

The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers.

Modeling the links between need for cognition and the acquisition of a complex skill

Need for cognition (NFC) refers to the tendency for individuals to engage in and enjoy effortful cognitive activity (Cacioppo & Petty, 1982). Much of the research on NFC has been concerned with information-processing in situations involving persuasion and argumentation. Despite conceptual underpinnings suggesting NFC could be a potential determinant of complex skill acquisition, little empirical research has examined the role of NFC in training or skill acquisition contexts. Therefore, the purpose of this laboratory study was to test the proposition that NFC is a trait-like motivational construct that distally influences complex skill acquisition through more proximal motivational states. Accordingly, 411 young adult males trained for 5h on a novel and complex computer task that involved strong cognitive and psychomotor demands. Performance feedback was provided throughout training with monetary incentives for high performance. In addition to NFC, participants completed measures of state goal orientation, self-efficacy, and general cognitive ability (g). The results supported our proposition and showed that NFC was associated with, but distinguishable from g and linked to skill acquisition through the mediating roles of learning orientation and self-efficacy.

Hope, learning goals, and task performance

This paper examines the relationships among hope in its trait and state forms, goal orientation, verbal persuasion, and task performance. Results of a laboratory experiment involving 212 undergraduate students indicated that learning goal orientation was positively related to trait hope. Findings further indicated that trait hope was positively related to performance on an anagram task through the mediating variable of state hope; moreover state hope was influenced by negative verbal persuasion but unaffected by positive verbal persuasion.

The Role of State Goal Orientationin the Goal Establishment Process

This research examined the role of state goal orientation in an integrative model of goal setting and task performance. To test this model, 2 separate studies were conducted: Study 1 examined this model in a sample of 101 undergraduate students completing course examinations, whereas Study 2 tested this model in a sample of 155 participants performing a complex decision-making task. Consistent with the propositions of Kanfer (1990, 1992) and recent research by Chen, Gully, Whiteman, and Kilcullen (2000), both of these studies found that the impact of distal personality traits on performance related variables is likely to be mediated by a more proximal manifestation of the personality trait. More specifically, it was found that dispositional goal orientation influenced self-efficacy through its impact on the formation of a more situation-specific state goal orientation. Implications of these findings as well as suggestions for future research on the personality construct of goal orientation are discussed.

Understanding the Emergence of State Goal Orientation in Organizational Work Groups: The Role of Leadership and Multilevel Climate Perceptions.

This article attends to a broad range of practically significant employee motivations and provides insight into how to enhance individual-level performance by examining individual-level state goal orientation emergence in organizational work groups. Leadership and multilevel climate processes are theorized to parallel each dimension of state goal orientation to cue and ultimately induce the corresponding achievement focus among individual work group members. It is argued that the patterns of leader behavior, which elucidate the leader's achievement priority, shape group members' psychological and work group climate to embody this priority. Resulting multilevel climate perceptions signal and compel group members to adopt the ascribed form of state goal orientation. The quality of the leader-member exchange relationship is viewed as a means to clarify leader messages in the formation of group members' psychological climate and internalize these cues in the emergence of state goal orientation. Considerations for future research and practice are discussed.

“Don’t Do It for Me. Do It for Yourself!” Stressing the Personal Relevance Enhances Motivation in Physical Education

This study tested the hypothesis that the reason a person engages in a physical education activity (instrumentality) has an effect on his or her state goal orientation, time spent practicing, task enjoyment, motivation, effort, and ultimately on his/her performance. Participants, 695 college students (340 M, 355 F; mean age 19.7 years, range = 18–22) who were enrolled in physical education classes, learned a dribble-shooting basketball task. Before practicing it for 20 minutes, they received one of the three instructions underlining the personal and/or future relevance of the task. Instructions emphasizing the obligatory nature of the task led to a decrease in motivated behavior, performance, and state task orientation, but an increase in the state ego orientation. Instructions emphasizing the personal and future relevance enhanced state task orientation, motivated behavior, and performance. Instructions that only emphasized personal relevance fell in between. The results of this study showed that instructions are powerful tools that can easily affect the quality of motivation and either strengthen or undermine students’ motivational behavior, performance, and future participation, at least when students have little or no experience with the task.