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Goal-setting Theory
115
Goal-Setting
Theory
Reward
by Locke & Latham
Satis-faction
a presentation by Björn Reus
influencing
Factors
What influences Goal setting?
Personality
goal-orientation
learning goal orientation (LGO) vs. performance goal orientation (PGO)
goal-orientation
goal Type
self-set
participatively set
assigned
context Factors
super- and supraliminal Priming
Bipp et al. (2017)
The Effect of Subconscious Performance Goals on Academic Performance
- Aim: assess wether subconsciously activated goals affect performance
super- and supraliminal Priming
Experiment 1
- n=127 10th Grade high school students in Germany
- 3 conditions (prime, control, no photograph)
- dependent variable: grade
Experiment 1
Experiment 2
- 156 undergraduate first year dutch psychology students
- mandatory exam
- one additional condition:
- specific, yet attainable
- exclusion of participants
who assumed correctly
the purpose of the study
Results
Experiment 1
Experiment 2
Results
Goal Setting
How do goals have to be set?
difficult
diverse definitions of "difficult"
- 10% of people can achieve it
- "difficult yet attainable"
Difficulty strong predictor for performance (d=.52-.82);
exception: limited abilities, low commitment
Specific
specific goals > "do-your-best"-goals
- no external reference
Specific
Affect
leader-ship
selfset/ participation-Goals
Commitment
- commitment is highly important in difficult goals
- Influenced by:
- organisational support
- monetary incentives
Moderators
task Complexity
Causal-attributions
self-efficacy
self-efficacy
"[...] people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives." (Bandura, 1994)
Feedback
Goal importance
Performance
What Are Goals?
"A goal is the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specified time limit" (Locke & Latham, 2002, p.1)
Terms and Definitions
What type of goals are TherE?
- Differenciation proximal / distal goals
- learning goals
- stretch-goals
- triad: outcome goals, performance goals, process goals
- goal-conflicts in multiple goals
mediators/ Goal Mechanisms
Attention direction
Greater Effort
Persistence
task-relevant knowledge and strategies
- higher automaticity of usage of skills and knowledge
- usage of skills that are not automatized but have been used in related contexts
- deliberate planning
- if task too complex - learning goals first
Sources
- Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.
- Locke, E. A., & Latham, G. P. (2013). Goal setting theory: The current state. New developments in goal setting and task performance, 623-630.
- Bipp, T., Kleingeld, A., van Mierlo, H., & Kunde, W. (2017). The effect of subconscious performance goals on academic performance. The Journal of Experimental Education, 85(3), 469-485.
- Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).