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Goal-setting effects on selected performance behaviors of 5 collegiate rugby players were assessed over an entire competitive season using self-generated targets and goal-attainment scaling. Results suggest that goal setting was effective for enhancing task-specific on-field behavior in rugby union.
With a sentence completion technique, 708 elderly participants (65 to 90 years of age) expressed 15,027 personal aspirations. These goals were classified according to their motivational content in ten major categories and their relationships with various aspects of subjective well-being were studied. Two goal profiles emerged from this analysis. Aspirations centered on self-preservation were associated with poor self-rated physical health, being burden by difficulties, lack of meaning to life, dissatisfaction with life, and negative expectations for the future. Aspirations of self-development and interest in the well-being of others were associated with feelings of well-being in later life. Development of meaningful personal goals was discussed as as a new intervention approach with the elders.
With a sentence completion technique, 708 elderly participants (64 to 90 years of age) expressed 15,020 personal aspirations. These goals were classified according to their motivational content in ten major categories and their relationships with different sociodemographic variables were studied. Two goal profiles emerge from this analysis. Aspirations centered on self-preservation are associated with very old age, functional impairment, lower S.E.S. and education, being alone or institutionalized. Aspirations of self-development and interpersonal relationships are associated with younger age, physical autonomy, higher S.E.S. and education, being married or living at home. Development of meaningful personal goals are discussed as a mean of intervention with elderly individuals.
This longitudinal study, conducted within a laptop-based BScN program examines the relationship of goal orientation profiles to comfort with technology and academic success. In phase 1 of this study, 101 first year nursing students completed an on line survey. The measurement tools used were Goal Orientation Assessment, Multiple Intelligences Learning Inventory and a locally developed Technology Comfort survey. Results showed that students were predominantly high in the mastery goal orientation profile. Males had a higher comfort level with technology. Age was inversely related to comfort with technology. An unexpected finding was that grade point average was inversely related to comfort with use of technology. The data did not support the commonly held belief that today's students are uniformly well-skilled and comfortable with new technologies. This study will continue over the next three years and will allow comparison of variables over time. Specific teaching interventions may be developed to accommodate varying learning and motivational styles in relation to comfort with technology.
Research on the determinants of exercise behaviour has not assessed the role of personal goals which may be in conflict with exercising. A cross-sectional study showed that 312 nonexercisers, 466 people who exercised once or twice a week, and 202 people who exercised at the norm of at least three times a week differed significantly with respect to the number of important personal goals expected to be hampered by exercising at the norm. To be specific, the number of competing activities in the home was higher for the sedentary group than for those who exercised. Further, those who exercised at the norm reported fewer competing social activities than all other subjects and fewer competing self-developmental activities than the non-exercisers. Scores on the scale for activities outside the home did not differ significantly among the three groups. It is argued that any theoretical model of exercise behaviour should take into account the influence of competing personal goals on the initiation and continuation of exercise during leisure time.
The purpose of this study was to investigate how goal orientation (task and ego) and perceived motivational climate (mastery and performance) related to intrinsic motivation, self-esteem, adherence, and evaluated skill within Korean physical education contexts, 218 men attending physical education classes completed the Korean versions of the Perception of Success Questionnaire and the Perceived Motivational Climate in Sport Questionnaire, including a battery of motivational and behavioral assessments. Confirmatory factor analyses suggested that over-all fit for the modified versions of the questionnaires were reasonably acceptable. The results of canonical correlation analyses indicated that the task goal orientation was positively associated with intrinsic motivation and self-esteem, while the climate of perceived mastery was positively related to intrinsic motivation, adherence, and evaluated skill. These results were discussed within the frame of goal perspective theory in physical education contexts.
The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N = 123) in their final year of compulsory schooling completed measures assessing goal orientations, perceptions of the motivational climate of their physical education class, perceived competence, and enjoyment of physical education. Those pupils (N = 76) who continued their full-time education at a sixth form college were later surveyed to determine whether they participated in physical education at college. Hierarchical discriminant function analysis showed that discrimination was possible between participants and nonparticipants in college physical education on perceptions of a prevailing mastery climate and enjoyment. Goal orientations, perceptions of a prevailing performance climate, and perceived competence did not contribute reliably to group separation. Participants at college were more likely to perceive a mastery environment and to enjoy lessons more than students who chose not to take part. These findings underscore the importance of promoting mastery-based criteria for success in classes, along with positive emotional reactions, if teachers wish to maximise involvement in noncompulsory physical education.
Feeling of enjoyment plays a critical role in sport participation and adherence. The purposes of this study were to (a) identify specific sources of enjoyment in the context of Korean youth sport and (b) examine the conceptual link between goal orientation and the sources of enjoyment in youth sport. A total of 334 middle school athletes (244 boys, 90 girls; ages 12 to 18 years), representing 17 schools in Seoul, participated. They responded to the Korean version of the Task and Ego Orientation Questionnaire in Sport and an open-ended item designed to identify sources of enjoyment. Content analysis of the responses resulted in nine enjoyment categories, including winning and competition, social recognition and rewards, health and fitness, and perceived competence. Chi squared analyses provided initial evidence for the conceptual link between goal orientation and sources of enjoyment. The athletes scoring high on task orientation more frequently reported self-referenced sources of enjoyment, e.g., health and fitness, psychological benefit, while the athletes high on ego orientation more frequently identified social recognition and rewards as their enjoyment sources. These results were discussed within the frame of goal orientation theory and cross-cultural perspectives.
This study examined relationships between distal social contexts, parents' support for learning, self-concept, and adolescents' academic goal orientations. Data were collected from 435 female and 410 male 18-yr.-old South Africans. Multistage regression analyses indicated that family social status and rural/urban locality had unmediated relations with the adolescents' learning and performance goal orientations. In addition, parent and self-concept measures combined to have small independent associations with the adolescents' academic goal orientations.
To assess prospectively the association between personal attributes, vocational factors, and the return to work outcome for patients with chronic, nonmalignant, musculoskeletal pain, we assessed return to work (RTW) motivation though an open-format listing of treatment goals in 59 chronic pain patients admitted to a university pain management program. Patients were then followed (average of 17.9 months) in the posttreatment period to determine whether they had in fact returned to employment. Results indicated that a number of pretreatment factors predicted future employment status in this patient population. Age, marital status, education and decreased length of unemployment were predictive of RTW outcome. Overall, RTW goal was the single best predictor of return to work outcome. In contrast, increased number of premorbid jobs, compensation status, patient's race and sex were not predictive. The present study suggests that the assessment of an individual's motivation as defined by goal-setting may be a key factor in predicting a favorable outcome in this typically refractory population of patients.
Limitation of resources necessitates prioritization in the planning of goals for a clinical discipline such as surgery. Private practitioners and academic surgeons have their own priorities which reflect their specific, often conflicting, interests. We describe a model (modification of Davies & Morgan, 1983) for establishing goals and priorities with input from both private practitioners and academic full-time surgeons in a large Department of Surgery. The model consists of four phases each of which is divided into input, process and output stages. During the input stage general large group discussion allows identification of disparate views. This is followed by refinement of these ideas in small group discussions (process) which results in the formulation of a report (output). Application of this model resulted in a clear definition of goals and priorities by consensus and placed education first on this list of priorities in spite of a department in which there is a predominance of private practitioners whose major area of activity is in the realm of patient care.
Group psychotherapy has been considered the treatment of choice by many therapists working with offenders within the criminal justice system. However, there has been little written by nurses regarding this special population. This article's purpose is to illustrate how King's theory of goal attainment may be used in conducting group psychotherapy with offender populations. The application of King's model is demonstrated in three milieus: an inpatient setting for juvenile sexual offenders, a state maximum security prison, and a halfway house for offenders involved in a work-release program. The methodology and use of visual aids in actualizing King's theory of mutual goal setting and goal attainment are discussed.
'Goal setting' is used in rehabilitation team management as a tool to improve the quality of the rehabilitation process. In general, goals must be relevant, expressing what should be accomplished, positively defined, put in behavioural terms, easily and clearly understood by all the team members, attainable, allow planning, and they must be measurable. Goals should be set in terms of activities of value to the patient, to be realized in a planned timespan.
Watson and Humphreys (1997) proposed that visual marking is a goal-directed process that enhances visual search through the inhibition of old objects. In addition to the standard marking case with targets at new locations, included in Experiment 1 was a set of trials with targets always at old locations, as well as a set of trials with targets varying between new and old locations. The participants' performance when detecting the target at old locations was equivalent to their performance in the full-baseline condition when they knew the target would be at old locations, and was worse when the target appeared at old locations on 50% of the trials. Marking was observed when the target appeared at new locations. In Experiment 2, an offset paradigm was used to eliminate the influence of the salient abrupt-onset feature of the new objects. No significant benefits were found for targets at new locations in the absence of onsets at new locations. The results suggest that visual marking may be an attentional selection mechanism that significantly benefits visual search when (1) the observer has an appropriate search goal, (2) the goal necessitates inhibition of old objects, and (3) the new objects include a salient perceptual feature.
Six location-cuing experiments were conducted to examine the goal-driven control of attentional capture in multiple-cue displays. In most of the experiments, the cue display consisted of the simultaneous presentation of a red direct cue that was highly predictive of the target location (the unique cue) and three gray direct cues (the standard cues) that were not predictive of the location. The results indicated that although target responses were faster at all cued locations relative to uncued locations, they were significantly faster at the unique-cue location than at the standard-cue locations. Other results suggest that the faster responses produced by direct cues may be associated with two different components: an attention-related component that can be modulated by goal-driven factors and a nonattentional component that occurs in parallel at multiple direct-cue locations and is minimally affected by the same goal-driven factors.
Goal-directed and stimulus-driven control of attention was examined in a visual texture segregation task. Recent published reports have debated the existence and efficiency of goal-directed guidance of attention. Some of this research has focused on the apparent stimulus-driven attentional priority given to salient distractors, even when they are known to be irrelevant to the task. In the present study, subjects searched a texture array for targets defined along one dimension. These displays also included distractors created by variation in an irrelevant dimension. Targets were of three different overall shapes. On each trial, distractors could be the same shape as the target or one of the other two shapes. In two experiments subjects were informed of the overall shape of the target prior to stimulus presentation. In these experiments, distractors that did not match the overall shape of the target caused less interference than distractors that matched the target's shape. In the third experiment, subjects were not informed of the overall shape of the target. In this experiment all distractors caused roughly equal interference. The results of these experiments demonstrate that if subjects are given information about the overall shape of the target, they are able to use this information to reduce interference from distractors that do not match the overall target shape. While acknowledging some stimulus-driven interference, this illustrates a previously unexplored source of goal-directed guidance that can reduce interfering effects of even salient distractors and argues against purely stimulus-driven control of attention.
This study investigated the effect of achievement motive on goal orientation, and that of goal orientation on intrinsic interest in learning and academic achievement, based on the model proposed by Elliot and Church (1997). A sample of 222 fifth and sixth grade students of an elementary school, and another of 307 seventh, eighth and ninth grade students of a junior high school participated in the study. The approach-avoidance framework of Elliot and Harackiewicz (1996) was used to classify goal orientations. With multiple-sample structural equation modeling, the paths in two causal models, one for each of the elementary and junior high school samples, were compared. A path was found from hope for success to mastery orientation, from both hope for success and fear of failure to performance-approach orientation, and from fear of failure to performance-avoidance orientation. Mastery and performance-approach orientations each had a positive effect on intrinsic interest in learning. For elementary school children, performance-approach orientation enhanced academic achievement, and for junior high school students, mastery orientation mainly facilitated it. Performance-avoidance orientation had a negative effect on both intrinsic interest and academic achievement.
The demand for clinical accountability and the documentation of therapeutic effectiveness continues to increase in health-related settings. Therapists are attempting to address this increasing demand by adapting methods based on traditional experimental models of research to evaluate their clinical practice. Experimental and quasi-experimental designs, however, are often limited usefulness in clinical environments for a variety of practical and ethical reasons. This paper presents a method of evaluating the effectiveness of a therapeutic intervention called goal attainment scaling, which involves goal setting procedures and assessment techniques that are practice-based and practitioner-oriented. The procedures are presented and the argument made that goal attainment scaling is a viable method by which one can document therapeutic change and demonstrate clinical accountability.