Lecture 4 slides

Question 1

What is a goal?

Answer 1

The object of ambition that requires specific action for achievement

Question 2

What is self-regulation?

Answer 2

Processes involved in attaining and maintaining goals, where goals are internally represented (i.e., within the self) desired states.

Question 3

Self-regulation cycle: SOMA

Answer 3

1. Setting: goals are established with specific reference points or desired end states
2. Operating: activities directed toward goal achievement
3. Monitoring: progress is evaluated as potential constraints and available resources for obtaining success are considered
4. Achievement: outcomes are or are not reached

Question 4

What does self-regulation require?

Answer 4

• Setting goals
• Making plans to accomplish these goals
• Taking action (active steps)to achieve these goals
• Periodically evaluating your progress toward these goals and adjusting (either maintain, revise, or abandon) accordingly

Question 5

What should goal content be?

Answer 5

• specific: clear and detailed
• difficult: above average

Question 6

What are the moderators?

Answer 6

Goal commitment (depends on meaningfulness-> and attainability -> self-efficacy). This is most important when goals are specific and difficult
Feedback
Task complexity

Question 7

What are the consequences of goal commitment for performance?

Answer 7

High goal commitment leads to much higher performance than average goal commitment for high goal difficulty

Question 8

How to increase goal-commitment?

Answer 8

Self-set goals:
Visualize discrepancies (Goal Performance Discrepancy)
Organizationally Assigned goals:
Provide support for goal
Allow participation in decision-making
Provide rationale/demonstrate usefulness(make importance clear)
Train & enhance confidence (self-efficacy)

Question 9

Pygmalion effect

Answer 9

Definition: When high expectations from others (e.g., teachers, coaches, managers) lead to improved performance in the person being evaluated.
Example: A teacher believes a student is gifted, so they give them more attention and encouragement—leading the student to actually perform better.

Question 10

Golem effect

Answer 10

Definition: When low expectations from others result in worse performance from the individual.
Example: A manager assumes an employee is incompetent, so gives them less support or responsibility—leading the employee to underperform.

Question 11

Galatea effect

Answer 11

Definition: When an individual’s belief in their own ability (self-expectation) leads to higher performance.
Example: A student who believes they are capable of getting an A is more motivated, studies harder, and performs better.

Question 12

When should feedback be given?

Answer 12

Most effective when there is feedback showing progress in relation to goal. Performance is not a consequence of positive/negative feedback as it is about interpretation

Question 13

What is the role of task complexity?

Answer 13

Difficult goals are not the same as complex tasks. Task complexity weakens the effect of goal setting on performance. More strategies are needed

Question 14

How can internalisation be fostered?

Answer 14

By satisfying needs, establishing meaning, and have a cognitive representation of the activity like goal focus. Needs are: autonomy, competence, relatedness

Question 15

Action identification theory

Answer 15

Effective behaviours are the result
of an optimal match between
TASK complexity (difficulty) and
the identification with (meaningfulness of) the task

Question 16

Low level of identification

Answer 16

Focus on mechanistic concrete steps, so the how of the behaviour is optimal, and matches complex tasks.

Question 17

High level of identification

Answer 17

Focus on meaningfulness and personal significance. The way of the behaviour is optimal, and simple tasks.

Question 18

How can motivation quality be improved?

Answer 18

By matching goal focus to skill level:
- when you have low skill on task then keep nose to the grindstone
- when you have high-skill on a task, then keep their eyes on the prize

Question 19

What is the relationship btw group goals and performance?

Answer 19

Specific and difficult group goals yield higher group performance than non-specific goals or specific but easy group goals

Question 20

What are the possible moderators of this relationship?

Answer 20

Task interdependence: working together + sharing information
Task complexity: requires strategy
Participation: active contributions and giving voice

Question 21

Egocentric individual goals

Answer 21

Maximizing individual performance
Egocentric individual goals lead to lower group performance

Question 22

Groupcentric individual goals

Answer 22

Maximizing individual contribution
Groupcentric individual goals lead to higher group performance

Question 23

How do these goals manifest in interdependent groups?

Answer 23

Egocentric individual goals lead to lower group performance
Groupcentric individual goals lead to higher group performance

Question 24

What are achievement goals?

Answer 24

The purpose/reason of task engagement. An achievement goal creates a framework for how
individuals interpret and experience achievement settings.
Performance goals: focus on demonstrating competence in comparison with others
Mastery goals: focus on developing competence in comparison with yourself

Question 25

What has evidence found on achievement goals?

Answer 25

Performance goals might have negative, no or positive consequences. Mastery goals promote various positive outcomes and adaptive processes

Question 26

Achievement motivation

Answer 26

The energization and direction of competence-based affect, cognition, and behavior. Approach is approaching a positive outcome like success and avoidance is avoiding a negative outcome like failure

Question 27

What is the 2*2 achievement goal framework?

Answer 27

- mastery approach: attaining self or task-referential competence, intrapersonal positive - mastery avoidance: avoiding self or task-referential incompetence, intrapersonal negative - performance approach: attaining normative competence, interpersonal positive - performance avoidance: avoiding normative incompetence, interpersonal negative

Question 28

When confronted with novel and useful ideas, why are some leaders open to these ideas, whereas others are not?

Answer 28

Mastery goal leaders are more receptive to creative input, as it is negatively related to image threat appraisal and positively related to learning opportunity appraisal

Question 29

But are there conditions when performance goal leaders respond more favourably to creative input voiced by employees?

Answer 29

By comparing creative input only to problem identification combined with creative input. Performance goal leaders were as receptive as mastery goal leaders for only creative input. Mastery goal leaders were more receptive than performance goals when problem definition was combined with creative input.