The Process of Disengagement From Personal Goals: Reciprocal Influences Between the Experience of Action Crisis and Appraisals of Goal Desirability and Attainability

Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit

BACKGROUND

Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis.

AIMS

We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit.

SAMPLE

154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam.

METHODS

In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam.

RESULTS

Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day.

CONCLUSIONS

Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.

Letting go or giving up? The influence of self-transcendence meaning of life on goal adjustment in high action crisis

When individuals pursuing personal goals encounter setbacks and failures, they often fall into a conflict between disengaging from and striving toward the goal, defined as an action crisis. The present study investigated the influence and mechanism of self-transcendence meaning of life (STML) on goal disengagement and reengagement during a high versus a low action crisis. Study 1 included situations with different action crises. In Study 1, participants with high STML exhibited significantly higher goal disengagement and reengagement during high action crisis compared with low action crisis. Study 2 replicated the findings in Study 1 using participants' personal goals by questionnaires, and further exhibited that action crisis had negative effect on self-efficacy for participants with low STML, and this process subsequently reduced goal adjustment. Interestingly, no mediation effect of self-efficacy was found between action crisis and goal adjustment among participants with high STML. Findings from the present study suggest that releasing obsessions and adopting a dialectical relationship between success and failure may help individuals in high action-crisis situations, and self-efficacy may provide flexibility and autonomy.

You have to let go sometimes: advances in understanding goal disengagement

While research on tenacious goal pursuit and persistence has evoked a myriad of research efforts, research on goal disengagement has rather been neglected and has been focusing mainly on positive consequences of individual differences in goal disengagement capacities. In recent years, however, research on goal disengagement has seen an upsurge in studies, specifically addressing the conceptualization of goal disengagement, the processes involved, and factors facilitating or undermining it. However, many questions remain unanswered or only partly answered providing numerous opportunities for further investigation. With this special issue of Motivation and Emotion, we aim to stimulate such progress in research on goal disengagement. To this end, this special issue includes empirical studies with cross-sectional, prospective, longitudinal, and experimental designs with a wide range of personal and experimentally induced goals as well as invited commentaries from scholars across different psychological sub disciplines. In this introductory essay, we provide a brief review of the current state of goal disengagement research. We also provide an overview about the contributions to this special issue with reflections related to the current state of research and areas where further advancement in conceptualization and empirical studies is needed.

Inducing and blocking the goal to belong in an experimental setting: goal disengagement research using Cyberball

In the present research, the Cyberball ostracism paradigm was adapted for experimental goal disengagement (GD) research: the goal to belong to a particular group is first induced in participants (via social interaction) and then blocked (via social exclusion) to trigger GD processes. In an online group setting, we experimentally tested the procedure's suitability to investigate goal disengagement processes. A pilot study demonstrated successful induction of the goal to belong. In the main study (N = 180), exclusion from the group reduced participants' perceived goal attainability (indicating goal blockage) and desirability (indicating goal disengagement) and their well-being. Regarding the regulatory functions of GD, results were mixed. During work on individual tasks, goal desirability decreased further and well-being was largely restored. However, GD changes were correlated only with changes in negative affect (and not other well-being measures). Findings suggest the procedure's suitability for studying GD experimentally and employing it to investigate other measures of GD processes and their functionality in more detail.

Forecasting Intra-individual Changes of Affective States Taking into Account Inter-individual Differences Using Intensive Longitudinal Data from a University Student Dropout Study in Math

The longitudinal process that leads to university student dropout in STEM subjects can be described by referring to (a) inter-individual differences (e.g., cognitive abilities) as well as (b) intra-individual changes (e.g., affective states), (c) (unobserved) heterogeneity of trajectories, and d) time-dependent variables. Large dynamic latent variable model frameworks for intensive longitudinal data (ILD) have been proposed which are (partially) capable of simultaneously separating the complex data structures (e.g., DLCA; Asparouhov et al. in Struct Equ Model 24:257-269, 2017; DSEM; Asparouhov et al. in Struct Equ Model 25:359-388, 2018; NDLC-SEM, Kelava and Brandt in Struct Equ Model 26:509-528, 2019). From a methodological perspective, forecasting in dynamic frameworks allowing for real-time inferences on latent or observed variables based on ongoing data collection has not been an extensive research topic. From a practical perspective, there has been no empirical study on student dropout in math that integrates ILD, dynamic frameworks, and forecasting of critical states of the individuals allowing for real-time interventions. In this paper, we show how Bayesian forecasting of multivariate intra-individual variables and time-dependent class membership of individuals (affective states) can be performed in these dynamic frameworks using a Forward Filtering Backward Sampling method. To illustrate our approach, we use an empirical example where we apply the proposed forecasting method to ILD from a large university student dropout study in math with multivariate observations collected over 50 measurement occasions from multiple students ([Formula: see text]). More specifically, we forecast emotions and behavior related to dropout. This allows us to predict emerging critical dynamic states (e.g., critical stress levels or pre-decisional states) 8 weeks before the actual dropout occurs.

How self-awareness is connected to less experience of action crises in personal goal pursuit

In this research, we applied a differential perspective to the study of action crises, i.e., being in an intra-psychic decisional conflict whether to pursue or abandon a goal once difficulties in its pursuit arise. In two studies, we investigated the role of individuals’ levels of self-awareness when experiencing such action crises. Both among professional ballet dancers (daily diary, Study 1) and university undergraduates (preregistered experience sampling, Study 2), individuals with greater levels of (dispositional and situational) self-awareness showed an adaptive, that is, problem-solving oriented way of dealing with difficulties in the pursuit of their (training or study) goals. As a consequence, self-awareness contributed to less experience of action crisis during goal pursuit and, as a result, led to better goal performance.

Academic Success, Emotional Intelligence, Well-Being and Resilience of First-Year Forestry Students

Academic success is conceptualized as a multifactor model, achievement and persistence after the first year of study being considered the main learning outcomes. In this area, the findings are inconsistent, depending on the academic context, individual characteristics and diversity of psychological measures. Here, we conducted two related correlational studies to analyze variables of the emotional domain, as emotional intelligence (2017–2019), emotions, well-being and resilience (2018–2020), dropout intention, perceived barriers to completion at the beginning of first years of study in forestry, academic performance and real dropout at the end of the first year of study and several socio-demographic variables. The two studies focused on undergraduate students and included 367 and 227 participants, respectively. Forestry students with higher academic performance report higher accomplishment and engagement and feel weak negative emotions concerning aversive academic assessment compared with students with lower academic performance and students that abandoned their studies. Female students and students with full ECTS load at the end of the first year use their emotions more effectively, have reported lower dropout intention and lower perception of barriers to completion of study, and have higher GPA admission and expected GPA. Performance at the end of the first year is explained by GPA admission, relationships with high school teachers, expected GPA, gender, and academic resilience. Dropout intention is explained by barriers to completion of studies, general negative emotions and negative affect related to threatened assessment situations, and managing others’ emotions. Our findings may help develop intervention measures at the individual and organizational level.

A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education

Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.

Goal Changes and Healthy Aging

This article discusses ways in which aging individuals respond to physical, social, and environmental changes and constraints by modifying their goals. We review aging-related trends, which we derive from several theoretical approaches, including goal systems theory, the motivational theory of life-span development and its action-phase model, and the Selection, Optimization, and Compensation model. These theories explain how biological and social role changes in later adulthood prompt individuals to make changes to the content, orientation, and composition of their goals, including disengaging from and adjusting previously central goals. They also help identify individual differences in the capacity to do so effectively. We review several motivation-related interventions that address the challenges in goal adjustment and call for more research on identifying processes of goal changes conducive to healthy aging, more interventions, and modifications of societal and institutional (e.g., workplace, nursing home) operations that support adaptive goal change in older adults.

Persistence and Disengagement in Personal Goal Pursuit

Persistence in and timely disengagement from personal goals are core components of successful self-regulation and therefore relevant to well-being and performance. In the history of motivation psychology, there has been a clear emphasis on persistence. Only recently have researchers become interested in goal disengagement, as mirrored by the amount of pertinent research. In this review, we present an overview of the most influential motivational theories on persistence and disengagement that address situational and personal determinants, cognitive and affective mechanisms, and consequences for well-being, health, and performance. Some of these theories use a general approach, whereas others focus on individual differences. The theories presented incorporate classical expectancy-value constructs as well as contemporary volitional concepts of self-regulation. Many of the theoretical approaches have spread to applied fields (e.g., education, work, health). Despite numerous important insights into persistence and disengagement, we also identify several unresolved research questions. Expected final online publication date for the Annual Review of Psychology, Volume 73 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Student dropout at university: a phase-orientated view on quitting studies and changing majors

Student dropout can be conceptualized as a decision-making process, consisting of different phases. Based on previous literature on student dropout, decision-making, and action-phases, we proposed that the process of developing dropout intentions includes the following phases: non-fit perception, thoughts of quitting/changing, deliberation, information search, and a final decision. In the present cross-sectional study, we empirically investigated if the assumed phases can be distinguished from each other, if the phases follow the presumed order, and whether each phase is associated with certain characteristics. Furthermore, we considered a strict separation between quitting studies completely and changing a major. For this purpose, we analyzed data of N = 1005 students (average age of 23.0 years; 53% female; 47% male) from a German University. By using confirmatory factor analyses, we found the supposed factor structure for the different phases concerning both kinds of dropout, quitting studies, and changing majors. In each process, structural equation modelling indicated positive relations between adjoining phases. The factor values correlated to a substantial amount with an assortment of variables associated with student dropout. On a theoretical level, the conception of different phases of student dropout helps to get a better understanding of regulatory processes in the context of student dropout.

Resisting, Recognizing, and Returning: A Three-Component Model and Review of Persistence in Episodic Goals

According to prior work, persistent goal pursuit is a continuous process where persisting is a matter of resisting the urge to give up. In everyday goals, however, persistence is often episodic, and its causes are more complex. People pause and resume pursuit many times. Whether people persist reflects more than will power and motivation, it also reflects the other goals they pursue, their resources, and the attentional demands of daily life. People can fail to persist not just because they gave up, but also because they failed to act. We propose a general model of persistence that accommodates the complexity of episodic goals. We argue that persistent goal pursuit is a function of three processes: resisting the urge to give up, recognizing opportunities for pursuit, and returning to pursuit. The broad factors that help and hurt persistence can be organized within these components. These components can also explain the mechanisms of four effective strategies for persistence: removing distractions, using reminders, using implementation intentions, and forming habits. The recognizing-resisting-returning model integrates and improves on extant theories of persistence and goal pursuit and is consistent with empirical work from laboratory and naturalistic settings.

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

The Seed of Goal-Related Doubts: A Longitudinal Investigation of the Roles of Failure and Expectation of Success Among Police Trainee Applicants

Various theories on personal goal striving rely on the assumption that failure raises doubts about the goal. Yet, empirical evidence for an association between objective failure experiences and doubts about personal long-term goals is still missing. In a longitudinal field study, applicants for a job as a police trainee (n = 172, M_age = 25.15; 55 females and 117 males) were accompanied across three measurement times over a period of five months. We investigated the effects of failure and initial expectation of success (in the standardized selection process) on doubts regarding the superordinate goal of becoming a police officer. As hypothesized, both failure and low initial expectation of success as well as their interaction led to increased goal-related doubts over time. The findings provide first empirical evidence for the role of failure in the emergence of goal-related doubts in personal long-term goals and, therefore, the disengagement process as it is hypothesized in various theories on goal striving and life-span development.

Perceived Fatigability: Utility of a Three-Dimensional Dynamical Systems Framework to Better Understand the Psychophysiological Regulation of Goal-Directed Exercise Behaviour

A three-dimensional framework of perceived fatigability emphasises the need to differentiate between the qualitatively distinct inputs of sensory-discriminatory, affective-motivational and cognitive-evaluative processes that shape the perceptual milieu during prolonged endurance exercise. This article reviews the framework's utility to better understand how cause-effect relationships come to be and how perception-action coupling underpins pacing behaviour and performance fatigability. Preliminary evidence supports the hypotheses that perceived strain plays a primary role in trajectory regulation of pacing behaviour, core affect plays a primary and mediatory role in behavioural performance regulation, and the mindset shift associated with an action crisis plays a primary role in the intensity dependent volitional self-regulatory control of conflicting motivational drives. The constructs hypothesised to underpin perceived fatigability are systematically linked, context-dependent, constraint-based, distinguishable and show proportional continuous interdependency. They are further interrelated with dynamic changes in pacing behaviour, performance fatigability and physiological disturbance. Appropriate measurement selections for the subordinate constructs perceived physical strain, perceived mental strain, valence, arousal, action crisis and flow state are discussed. To better understand the non-proportional discontinuous effects of fatigue on discrete shifts in thought states and mindsets, non-linear dynamical systems theory is introduced as an unbiased overarching theory of governing principles in the temporal evolution of complex systems. This provides the opportunity to discuss the bio-psycho-social fatigue phenomenon from a dynamical and holistic perspective. The proposed framework offers a sophisticated alternative to the Gestalt concept of perceived exertion and comprehensively accounts for the psychophysiological processes that determine pacing behaviour and performance. It has the potential to enrich theory development and facilitate a deeper understanding of the psychophysiological regulation of goal-directed exercise behaviour.

The Psychophysiological Regulation of Pacing Behaviour and Performance Fatigability During Long-Distance Running with Locomotor Muscle Fatigue and Exercise-Induced Muscle Damage in Highly Trained Runners

BACKGROUND

Locomotor muscle fatigue (LMMF) and exercise-induced muscle damage (EIMD) are common conditions experienced during long-distance running due to the pooled effect of mechanical and metabolic strain on the locomotor muscles. However, little is known about the instant effects of combined LMMF and EIMD on pacing behaviour and performance during the decisive final stages of 'real-world' long-distance running events.

METHODS

Twenty-two highly trained runners (11 females) completed two maximal self-paced 20-km treadmill time trials in a counterbalanced crossover design: (A) in a tapered condition and (B) with LMMF and EIMD. Indicators of muscle damage, muscle metabolic strain, and endocrinological stress were assessed to investigate the physiological effects, and a three-dimensional framework of perceived fatigability was applied to investigate the perceptual effects of running with LMMF and EIMD on performance fatigability.

RESULTS

LMMF and EIMD caused restrictions in work capacity and medium increases in blood leucocyte and neutrophil count, interleukin-6, and cortisol concentrations, collectively constituting a physiological milieu likely not conducive to high performance. LMMF and EIMD further caused large increases in perceived physical strain and large decreases in valence as well as large increases and decreases in action crisis and flow state, respectively.

CONCLUSIONS

Under the constraint of amplified physical duress, findings are suggestive of heuristic and rational antecedents in the goal disengagement process. Dynamic changes in physiological and perceptual effects of LMMF and EIMD are hypothesised to underpin the observed alterations in pacing behaviour and performance fatigability during long-distance running. The applied three-dimensional framework provides a more comprehensive understanding of strain-perception-thinking-action coupling in centrally regulated and goal-directed exercise behaviour.

Modelling perception-action coupling in the phenomenological experience of "hitting the wall" during long-distance running with exercise induced muscle damage in highly trained runners

Background

“Hitting the wall” (HTW) can be understood as a psychophysiological stress process characterised by (A) discrete and poignant onset, (B) dynamic interplay between physiological, affective, motivational, cognitive, and behavioural systems, and (C) unintended alteration of pace and performance. A preceding companion article investigated the psychophysiological responses to 20-km self-paced treadmill time trials after producing exercise-induced muscle damage (EIMD) via a standardised muscle-lengthening contraction protocol.

Methods

A 5-step procedure was applied determining the extent to which the observed data fit the hypothesised cause-effect relationships. Running with EIMD negatively impacts performance fatigability via (A) amplified physiological responses and a non-adaptive distress response and (B) deterioration in perceived fatigability: increase in perceived physical strain precedes decrease in valence, which in turn precedes increase in action crisis, eventually dissolving the initially aspired performance goal.

Results

First, haematological indicators of EIMD predicted increased blood cortisol concentration, which in turn predicted increased performance fatigability. Second, perceived physical strain explained 44% of the relationship between haematological indicators of EIMD and valence, which in turn predicted increased action crisis, which in turn predicted increased performance fatigability. The observed data fitted the hypothesised dual-pathway model well with good model-fit indices throughout.

Conclusions

The hypothesised interrelationships between physiological strain, perception, and heuristic and deliberative decision-making processes in self-regulated and goal-directed exercise behaviour were applied, tested, and confirmed: amplified physiological strain and non-adaptive distress response as well as strain-perception-thinking-action coupling impact performance fatigability. The findings provide novel insights into the psychophysiological processes that underpin the phenomenological experience of HTW and alteration in pacing behaviour and performance.

Electronic supplementary material

The online version of this article (10.1186/s40798-018-0144-1) contains supplementary material, which is available to authorized users.