An empirical examination of the antecedents of commitment to difficult goals.

Hollenbeck, John R.; Williams, Charles R.; Klein, Howard J.

doi:10.1037/0021-9010.74.1.18

Cited by 403 publications

(292 citation statements)

References 28 publications

(45 reference statements)

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“…Goal-setting theory can explain why some students do better than others at having the sorts of motivational styles that encourage them to engage in these behaviours as an outcome of their motivation. Goal-setting theory argues that goal commitment is an important factor relevant to goal outcomes (Hollenbeck, Williams, and Klein 1989). Goal commitment tends to be higher for learning goals where appropriate strategies or skills have not yet been developed (Klein, Cooper, and Monahan 2013).…”

Section: Goal-setting Theorymentioning

confidence: 99%

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Clements

Kamau

2017

Studies in Higher Education

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To cite this article: Andrew James Clements & Caroline Kamau (2017): Understanding students' motivation towards proactive career behaviours through goal-setting theory and the job demands-resources model, Studies in Higher Education The graduate labour market is highly competitive but little is known about why students vary in their development of employability. This study contributes to the literature by applying goal-setting theory and the job demands-resources model to investigate how motivational processes influence students' proactive career behaviours. We tested four hypotheses using structural equation modelling and moderation/ mediation analysis using a nested model approach; 432 undergraduates from 21 UK universities participated in this cross-sectional study. The results showed that students higher in mastery approach had greater perceived employability mediated by two proactive career behaviours (skill development and network building). Students' career goal commitment was associated with all four proactive career behaviours (career planning, skill development, career consultation and network building). Students' academic and employment workloads did not negatively impact their proactive career behaviours. University tutors and career services should therefore encourage students to set challenging career goals that reflect mastery approach.

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Section: Goal-setting Theorymentioning

confidence: 99%

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Clements

Kamau

2017

Studies in Higher Education

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“…Goal commitment was assessed using a single-item taken from Hollenbeck, Williams, & Klein (1989). The item is "I am strongly committed to pursuing the goals I have been given" (1 strongly disagree to 5 strongly agree).…”

Section: Manipulation Checksmentioning

confidence: 99%

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Kozlowski

Bell

2006

Journal of Applied Psychology

178

174

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The Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains -goal frame, goal content, and goal proximity -on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content relative to congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. Achievement Orientation and Goal Setting AbstractThe Heckhausen and Kuhl (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal setting approaches on trainees' self-regulatory activity. Using a complex computerbased simulation, the authors examined the effects of three training design factors cutting across these two theoretical domains -goal frame, goal content, and goal proximity -on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all three factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content relative to congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed. Achievement Orientation and Goal Setting 3Disentangling Achievement Orientation and Goal Setting: Effects on Self-Regulatory ProcessesOver the last decade or so, training research has examined a variety of interventions designed to influence the nature, focus, and quality of self-regulatory processes which, in turn, have been shown to have beneficial effects on trainee motivation, learning, and performance.As a result, this type of research has advanced understanding with respect to how to design effective interventions for training complex skills (Salas & Cannon-Bowers, 2001). One limitation of this work, however, is that it has drawn upon related but distinctly differ...

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“…It is established that task effort consists of three components: goal commitment (or duration), effort intensity (or force), and direction [34]. Goal commitment is defi ned as "the determination to try for a goal and the persistence in pursuing it over time" [32]. Effort intensity refers to the amount of resources expended.…”

Section: Self-determination Theorymentioning

confidence: 99%

Motivations in Open Source Software Communities: The Mediating Role of Effort Intensity and Goal Commitment

Ping

2009

International Journal of Electronic Commerce

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As a community-based innovation, the open source software (OSS) development phenomenon has received great attention from researchers and practitioners. Understanding the factors that affect the involvement and contributions of participants in OSS projects is of signifi cance to facilitate project success. This paper investigates the effects of motivation on participant performance in OSS projects, drawing upon self-determination theory to examine how task effort (i.e., effort intensity and goal commitment) mediates the relationships between a spectrum of motivations and individual performance. The research model is supported by survey data from 204 participants in OSS projects. The theoretical contributions and managerial implications are discussed. KEY WORDS AND PHRASES:Motivation, open source software (OSS), performance, task effort.As a community-based innovation, open source software (OSS) projects such as Linux and Apache are exemplars of organizational models for innovation and product development [24,73]. The distinction of OSS projects is that their participants, most likely volunteers, collaborate with one other and continuously improve the software programs through the Internet [40]. The participants also provide mundane services that are critical for the viability of the communities, such as documentation and helping new members. Since there are no traditional organizational structures of control, the viability and sustainability of OSS projects rely on participants' self-managing contributions [66,67,73,74]. Studying the factors that lead individuals to participate and remain engaged in OSS projects helps us to understand the success of OSS projects [5].A number of studies address such questions as "What factors drive participants to contribute to OSS communities?" and "How do OSS project groups keep participants engaged in the community?" (e.g., [5,30,31,73,80]). From the personal perspective, studies have found that participation in OSS projects is driven by intrinsic or extrinsic motivations [30,38,60]. From the social perspective, research has found that conviction of the ideology associated with OSS development and identifi cation with OSS project groups serve as linchpins in enabling OSS efforts and success [5,31,39,51,66].The extant literature only assesses the direct main effect of each of these four motivational factors on individual participation in or contribution to OSS projects (e.g., [30,60]). There is a lack of research examining the effect of motivation on participation outcomes such as performance. Performance is defi ned as the cognitive outcome of conducting a series of activities [78]. The viability and sustainability of OSS communities rely more on the outcomes than on the act of participating. Therefore, investigating how motivational factors affect task performance will provide practical guidelines for possible KE AND ZHANGmechanisms that enhance the chance of project success. In addition, there is no prior study examining the effect of mediator variables on the relat...

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An empirical examination of the antecedents of commitment to difficult goals.

Cited by 403 publications

References 28 publications

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

Disentangling achievement orientation and goal setting: Effects on self-regulatory processes.

Motivations in Open Source Software Communities: The Mediating Role of Effort Intensity and Goal Commitment

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