Effects of failure on subsequent performance: The importance of self-defining goals.

Brunstein, Joachim C.; Gollwitzer, Peter M.

doi:10.1037/0022-3514.70.2.395

Cited by 213 publications

(215 citation statements)

References 36 publications

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“…Research on self-completion (Brunstein & Gollwitzer, 1996;Gollwitzer & Wicklund, 1985;Moskowitz, Gollwitzer, Wasel, & Schaal, 1999;Wicklund & Gollwitzer, 1981, 1982; recent summary by Gollwitzer & Kirchhof, 1998) has revealed that people who pursue self-defining goals (e.g., to be a good parent, a smart person, or an egalitarian) respond to failure feedback with increased efforts to reach the goal. These findings suggest that goal strength can be intensified ad hoc by inflicting relevant failure feedback.…”

Section: Experiments 3: Goal Projection Versus Trait Projectionmentioning

confidence: 99%

The Projection of Implicit and Explicit Goals.

Kawada¹,

Oettingen²,

Gollwitzer³

et al. 2004

Journal of Personality and Social Psychology

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In 3 studies, the authors analyzed whether projection occurs for both conscious and nonconscious goals. In Experiment 1, participants who were predisposed to hold a learning goal over a performance goal rated others as possessing more of a learning goal. In Experiment 2, participants who were either implicitly primed with or explicitly assigned to have the goal to compete perceived others as striving for competitive goals more than control participants. In Experiment 3, the authors demonstrated that it was the actual goal to compete rather than the trait construct of competitiveness that was projected. The control of automatic goal projection effects is discussed, and interpersonal consequences of goal projection are delineated.In its most general sense, projection refers to ascribing one's own characteristics onto others. The classical definition of projection, though, refers to a more motivational process by which individuals ascribe their own negative characteristics onto others, while also denying these same characteristics in themselves (Freud, 1915(Freud, /1953. In this sense, projection acts as a defense mechanism that lessens the discomfort caused by possession of these undesirable characteristics by thrusting "forth upon the external world whatever within itself gives rise to pain [i.e., the process of projection]" (Freud, 1915(Freud, /1953). Types of ProjectionAccording to D. S. Holmes (1968), there are two main dimensions of projection: one that deals with the content of what is being projected and the other that deals with the awareness of possessing the projected personal characteristics. Regarding the content dimension of projection, individuals can either project onto others the exact same attribute that they possess (e.g., Eric is generous, and he also sees others as being generous) or they can project onto others an attribute that bears a causal relation to the one that they possess (e.g., Eric is frightened, and he sees others as frightening). Regarding the awareness dimension of projection, the projector is either aware or not aware of possessing the personal characteristic that is being projected.On the basis of these two dimensions (i.e., content and awareness), Holmes (1968;Holmes & McCaul, 1989) discusses three types of projection: attributive, complementary, and similarity projection. In attributive projection, an individual possesses a certain attribute, is aware that he or she possesses it, and then projects it onto another person (Bramel, 1963;Edlow & Kiesler, 1966;Feshbach & Singer, 1957). In similarity projection, an individual possesses a certain attribute and projects it onto another person but is not aware of its possession. And last, in complementary projection, the individual possesses a certain attribute, is aware of possessing it, and then projects the cause of it onto others. For all of these types of projection, it is assumed that the person remains unaware of the projection process.

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Section: Experiments 3: Goal Projection Versus Trait Projectionmentioning

confidence: 99%

The Projection of Implicit and Explicit Goals.

Kawada¹,

Oettingen²,

Gollwitzer³

et al. 2004

Journal of Personality and Social Psychology

Self Cite

122

112

View full text Add to dashboard Cite

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“…Specifically, the scale was developed through an extensive literature review (Bagozzi, 1992;Brunstein & Gollwitzer, 1996;Dann, 1996;Heckhausen & Dweck, 1998;Huitt, 1999;Huitt & Cain, 2005;Kolbe, 1990;Sansone & Harackiewicz, 1996;Sheldon & Elliott, 1999;Valois et al, 1988) and content analysis in an effort to aggregate items found in previous studies. After collecting potential items, a round of review by field experts (Delphi method) was used to validate the scale.…”

Section: Conative Imagementioning

confidence: 99%

Destination images, holistic images and personal normative beliefs: Predictors of intention to revisit a destination

et al. 2016

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This research examines the complex relationship between components of images of destinations and behavioral intentions, incorporating two pivotal constructs that have not been explored in the related literature, namely holistic image and personal normative beliefs (PNBs). Previous studies incorporating destination images as predictors of intention to revisit have mostly investigated their direct effect. This research integrates holistic image as a mediator and PNBs as a moderating variable. The findings verify the mediating role of holistic image for predicting tourists’ intentions to revisit a destination, supporting a model that incorporates a partial effect and two indirect mediations. Interestingly, only affective and conative images contribute to the prediction of tourists’ intentions to revisit a destination through the holistic image towards this destination. Moreover, PNBs moderate the effect that conative destination images have on tourists’ holistic images. Practically, the research sheds light to factors that affect tourists' tendency to select a tourism destination, which can serve as a basis for tailoring the effective positioning of destinations

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“…Their passion and aim towards education vanishes and their interest towards becoming a strong professional diminishes as failure reduces the interest of students towards education (Brunstein Gollwitzer, 1996).…”

Section: Discussionmentioning

confidence: 99%