Developing goal orientations conducive to learning and performance: An intervention study

Fostering Learning Goals at Work: The Interplay of Dispositional and Workplace Learning Goal Orientation and Supervisor Appraisal Behavior

A workplace that emphasizes personal learning and task mastery fosters employee development and performance. However, it is yet unclear which specific factors support such a learning goal-oriented workplace. Based on research in the educational domain, we investigated the reciprocal effects of dispositional learning goal orientation, supervisor's appraisal behavior, and a learning goal-oriented workplace. In a study with a repeated measurement design (N = 144 employees), we did not find support for an effect of supervisor's appraisal behavior (operationalized by the perceived use of self-reference norms and constructive handling of errors by employees) on workplace learning goal orientation over time. However, we found that a dispositional learning goal orientation of employees supports a learning goal-oriented work environment. Furthermore, workplace learning goal orientation had a cross-lagged effect on dispositional learning goal orientation and supervisor's appraisal behavior. By comparing our results from work to findings from the educational context, our results convey important theoretical implications about the construct of workplace goal orientation and suggest practical applications to foster a learning goal-oriented workplace in terms of personnel development and performance management.

The dark and bright side of laissez-faire leadership: Does subordinates’ goal orientation make a difference?

Laissez-faire leadership is universally considered to be the most ineffective leadership style. However, a few recent studies revealed that laissez-faire leadership may have modest or even significant positive influence on subordinates’ work outcomes. To explain the inconsistent findings of laissez-faire leadership studies, the current study draws on stress theory and achievement goal theory to examine the boundary conditions and mechanisms underlying the impact of laissez-faire leadership on subordinates, cognitive appraisal and subsequent performance. Results from an experience sampling study of 68 supervisor-subordinate dyads that completed daily surveys over 10 consecutive work days indicated that: (1) when subordinates’ learning goal orientation is high, the relationship between laissez-faire leadership and hindrance appraisal will be positive; the indirect relationship between laissez-faire leadership and subordinates’ performance via subordinates’ hindrance appraisal will be negative; and (2) when subordinates’ performance-prove or performance-avoid goal orientation is high, the relationship between laissez-faire leadership and challenge appraisal will be positive; the indirect relationship between laissez-faire leadership and subordinates’ performance via subordinates’ challenge appraisal will be positive. This study found the double-edged sword effect of laissez-faire leadership at within-person level, which helps integrate inconsistent views in previous studies and explore the impact of laissez-faire leadership from a more nuanced and balanced perspective.

Implicit Theories of Intelligence and Achievement Goals: A Look at Students' Intrinsic Motivation and Achievement in Mathematics

The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students' intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students' mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.

Stability of Individuals' Definitions of Success and the Influence of Perceived Motivational Climate: A Longitudinal Perspective

In the present study, we investigated the stability and malleability of cadets' definitions of success (mastery and performance goal orientations) contextualized within a certain motivational climate (mastery and performance climates). Based on data from three military academies, the results revealed that cadets' goal orientations and their perceptions of the motivational climate remained relatively stable throughout the 2 years of study across three time-points. We also found that a mastery climate predicted individual mastery orientation, and that a performance climate predicted individual performance orientation. These findings contribute to achievement goal theory by clarifying the importance of considering goal orientation contextualized within a certain motivational climate over time. Implications for future research and practice are discussed.