Job Insecurity, Work-Related Flow, and Financial Anxiety in the Midst of COVID-19 Pandemic and Economic Downturn

During the COVID-19 pandemic, every domain of industry has experienced a severe economic downturn with concomitant stress throughout the economy. Employees working in government and private sectors are experiencing different psychological problems. The current study was conducted to investigate the role of work-related flow in the relationship of job insecurity with financial anxiety in the employees working in private and government sectors of Saudi Arabia. The sample comprised 1,195 employees, 886 females, and 309 males. The participants' ages ranged from 25 to 60 years. The Financial Anxiety Scale, Work-Related Flow Inventory, and Qualitative Job Insecurity Measures were found valid and reliable. Structural equation modeling was applied to test the associations. As hypothesized, the results indicated that job insecurity was positively related to financial anxiety, work-related flow was negatively associated with financial anxiety, and work-related flow mediated the relationship between job insecurity and financial anxiety. All these associations were significant regardless of gender, age, marital status, sector of employment, income, self-rated health, and COVID-19 infection status. Further research is needed to understand the impact of job insecurity on financial anxiety in-depth through the paths of work-related flow, especially in the midst of COVID-19.

Productivity vs security: mitigating conflicting goals in organizations

Purpose

This paper aims to contribute to the understanding of goal setting in organizations, especially regarding the mitigation of conflicting productivity and security goals.

Design/methodology/approach

This paper describes the results of a survey with 200 German employees regarding the effects of goal setting on employees’ security compliance. Based on the survey results, a concept for setting information security goals in organizations building on actionable behavioral recommendations from information security awareness materials is developed. This concept was evaluated in three small- to medium-sized organizations (SMEs) with overall 90 employees.

Findings

The survey results revealed that the presence of rewards for productivity goal achievement is strongly associated with a decrease in security compliance. The evaluation of the goal setting concept indicates that setting their own information security goals is welcomed by employees.

Research limitations/implications

Both studies rely on self-reported data and are, therefore, likely to contain some kind of bias.

Practical implications

Goal setting in organizations has to accommodate for situations, where productivity goals constrain security policy compliance. Introducing the proposed goal setting concept based on relevant actionable behavioral recommendations can help mitigate issues in such situations.

Originality/value

This work furthers the understanding of the factors affecting employee security compliance. Furthermore, the proposed concept can help maximizing the positive effects of goal setting in organizations by mitigating the negative effects through the introduction of meaningful and actionable information security goals.

Matching Achievement Contexts with Implicit Theories to Maximize Motivation After Failure: A Congruence Model

Previous research has shown that matching person variables with achievement contexts can produce the best motivational outcomes. The current study examines whether this is also true when matching entity and incremental beliefs with the appropriate motivational climate. Participants were led to believe that a personal attribute was fixed (entity belief) or malleable (incremental belief). After thinking that they failed a test that assessed the attribute, participants performed a second (related) task in a context that facilitated the pursuit of either performance or learning goals. Participants were expected to exhibit greater effort on the second task in the congruent conditions (entity belief plus performance goal climate and incremental belief plus learning goal climate) than in the incongruent conditions. These results were obtained, but only for participants who either valued competence on the attribute or had high achievement motivation. Results are discussed in terms of developing strategies for optimizing motivation in achievement settings.

Competence Valuation as a Strategic Intrinsic Motivation Process

This research investigated the strategic use of competence valuation in achievement settings and examined the consequences of implementing this self-enhancement strategy for intrinsic motivation. In two studies, participants reported higher competence valuation following positive feedback; in turn, competence valuation was positively related to intrinsic motivation. Competence valuation mediated the direct relationship between feedback and intrinsic motivation, and this mediation was independent of perceived competence, which also served a mediational function. Study 2 identified the specific nature of the observed effects. Participants receiving positive feedback reported higher competence valuation (and perceived competence), which led to enhanced intrinsic motivation; the reciprocal processes were not operative for those receiving negative feedback.

Achievement Goals, Task Performance, and Interest: Why Perceived Goal Difficulty Matters

In field studies, mastery goals, which focus on developing skill, often predict task interest but not actual performance. Performance-approach goals, which focus on outperforming others, instead often predict strong performance but not interest. Two experiments tested the hypothesis that these distinct goal effects trace to goal difficulty perceptions. In each study, participants assigned to a performance-approach goal perceived their goal to be harder, and therefore felt more performance pressure, than those assigned to a mastery goal. Among participants low in dispositional achievement orientation, this experience translated into lower task interest when pursuing the performanceapproach goal. However, participants in both studies also performed the activity better when pursuing this goal instead of a standard mastery goal, although this was not mediated by selfreported goal difficulty perceptions. Finally, further demonstrating the role of goal difficulty, a mastery goal manipulated to appear more difficult than a standard mastery goal produced effects matching the performance-approach goal.

Schoolbook Texts: Behavioral Achievement Priming in Math and Language

Prior research found reliable and considerably strong effects of semantic achievement primes on subsequent performance. In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. The implication that achievement primes in schoolbooks can foster performance is discussed along with general theoretical implications.

Intrinsic motivation and attentional capture from gamelike features in a visual search task

In psychology research studies, the goals of the experimenter and the goals of the participants often do not align. Researchers are interested in having participants who take the experimental task seriously, whereas participants are interested in earning their incentive (e.g., money or course credit) as quickly as possible. Creating experimental methods that are pleasant for participants and that reward them for effortful and accurate data generation, while not compromising the scientific integrity of the experiment, would benefit both experimenters and participants alike. Here, we explored a gamelike system of points and sound effects that rewarded participants for fast and accurate responses. We measured participant engagement at both cognitive and perceptual levels and found that the point system (which invoked subtle, anonymous social competition between participants) led to positive intrinsic motivation, while the sound effects (which were pleasant and arousing) led to attentional capture for rewarded colors. In a visual search task, points were awarded after each trial for fast and accurate responses, accompanied by short, pleasant sound effects. We adapted a paradigm from Anderson, Laurent, and Yantis (Proceedings of the National Academy of Sciences 108(25):10367-10371, 2011b), in which participants completed a training phase during which red and green targets were probabilistically associated with reward (a point bonus multiplier). During a test phase, no points or sounds were delivered, color was irrelevant to the task, and previously rewarded targets were sometimes presented as distractors. Significantly longer response times on trials in which previously rewarded colors were present demonstrated attentional capture, and positive responses to a five-question intrinsic-motivation scale demonstrated participant engagement.

The influence of avoidance temperament and avoidance-based achievement goals on flow

In the present research, we conducted two studies designed to examine the joint influence of avoidance temperament and avoidance-based achievement goals on the experience of flow on a creativity task. In both a laboratory study (N = 101; M(age)  = 22.61, SD(age)  = 4.03; 74.3% female) and a naturalistic study (N = 102; M(age)  = 16.23, SD(age)  = 1.13; 48% female), participants high in avoidance temperament were shown to experience greater flow when performance-avoidance goals were induced; no differences were found in any of the other three achievement goal conditions from the 2 × 2 achievement goal framework. These findings reveal a short-term benefit for a disposition-goal match grounded in avoidance motivation, and point to the need for more research on both avoidance-based matches and the short-term versus long-term implications of such matches.

I used to like it but now I don't: The effect of the transfer test in Northern Ireland on pupils' intrinsic motivation

BACKGROUND

Research has suggested that the pressure of exams could undermine pupils' interest in their subjects, but almost all of this research has been conducted in laboratory settings. The Transfer Test in Northern Ireland provides an unusual opportunity to assess the effects of exam pressure in real life because some 10- and 11-year-olds sit a Transfer Test to be admitted to grammar school while others are not tested until they are 14.

AIM

To assess the effect of exams on pupils' interest in their subjects both during the period before the exam and after the results are known.

SAMPLE

The sample comprised 66 pupils preparing to sit the Transfer Test and 55 not preparing for the test.

METHOD

Pupils' interest in their school subjects was assessed by questionnaires administered 2 weeks before the Transfer Test and then again 2 weeks after the results were announced.

RESULTS

Surprisingly, prior to sitting the test, there was no significant difference in motivation between the test and no-test pupils. However, after sitting the test, the motivation of the test pupils decreased significantly relative to their no-test counterparts, despite the fact that most achieved the grades they needed for admission to grammar school.

CONCLUSIONS

Exams provide a valuable tool for assessing academic progress, but under some circumstances they can reduce pupils' interest in the subjects they are studying.

The effect of anticipated affect on persistence and performance

The aim of the present research was to examine the interplay between predictions of the affective impact of future events and goal-relevant behavior. More concretely, three studies tested the hypothesis that affective forecasts influence persistent goal behavior and achievement. In Studies 1 and 2, participants who predicted that success would make them happier and failure would make them feel worse were more persistent and correctly solved more tasks of an intelligence test. However, as Study 3 revealed, extreme affective forecasts also led to persistent efforts to find solutions for unsolvable tasks and, consequently, decreased overall performance. In all studies, participants anticipated more intense emotional reactions than they actually experienced (impact bias).

Why are students with LD depressed? A goal orientation model of depression vulnerability

The thesis of the present study was that failure in achievement tasks may constitute a stress factor that can trigger a depression episode, particularly for students with learning disabilities (LD), and that a particular motivational pattern may constitute a cognitive diathesis for depression. Participants were 104 students referred for LD who were drawn from a pool of approximately 900 students from Grades 5 and 6. Students were challenged with a series of difficult math exercises, and their achievement behaviors were examined as a function of achievement goal orientations. Results from structural equation modeling provided empirical support of the contention that performance-avoidance goals may account for a series of negative cognitions and affect. Direct positive paths linked performance-avoidance goals to anxiety, depression, and negative affect; negative paths were revealed with regard to self-esteem and positive affect. Thus, performance-avoidance goals may possess elements of the diathesis mechanism described by Dykman, constituting a vulnerability factor that triggers the mechanism of depression when negative events are in place.

Interest as the Missing Motivator in Self-Regulation

Abstract. Typically, models of self-regulation include motivation in terms of goals. Motivation is proposed to fluctuate according to how much individuals value goals and expect to attain them. Missing from these models is the motivation that arises from the process of goal-pursuit. We suggest that an important aspect of self-regulation is monitoring and regulating our motivation, not just our progress toward goals. Although we can regulate motivation by enhancing the value or expectancy of attaining the outcome, we suggest that regulating the interest experience can be just as, if not more, powerful. We first present our model, which integrates self-regulation of interest within the goal-striving process. We then briefly review existing evidence, distinguishing between two broad classes of potential interest-enhancing strategies: intrapersonal and interpersonal. For each class of strategies we note what is known about developmental and individual differences in whether and how these kinds of strategies are used. We also discuss implications, including the potential trade-offs between regulating interest and performance, and how recognizing the role of the interest experience may shed new light on earlier research in domains such as close relationships, psychiatric disorders, and females' choice to drop out of math and science.

A Motivated Action Theory Account of Goal Orientation

Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the current goal orientation literature is in a state of conceptual and methodological disarray. This presentation reviews the goal orientation literature and identifies numerous conceptual ambiguities, including definitional inconsistencies, dimensional inconsistencies, and inconsistencies in the conceptualization of stability. These conceptual ambiguities result in a confusing array of goal orientation measures and manipulations and ultimately an incoherent empirical database. A dynamic self-regulation model of goal orientation, termed motivated action theory, is presented to integrate the various conceptual perspectives and to provide guidelines for future goal orientation research.

Clarifying achievement goals and their impact

The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a "boost" to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed.

Task Interest and Actual Performance: The Moderating Effects of Assigned and Adopted Purpose Goals

This research examined whether and which purpose goals moderate the relationship between task interest and actual performance and whether assigned goals have different effects (Study 1) than adopted goals (Study 2). Two studies were conducted using a full 2 X 2 design of the performance-mastery and approach-avoidance distinctions, plus control conditions. In the control conditions, that is, in a neutral purpose goal context, the expected positive relationship between initial task interest and actual performance was found. In a purpose goal context, this link held only for a congruent mastery-approach goal (either assigned or adopted). The gain in task interest found in a neutral purpose context was observed in the purpose goal conditions only when participants attained their purpose goals. It was concluded that having an incongruent purpose goal may undermine the positive effect of prior task interest on actual performance as well as on subsequent task interest.

Building a practically useful theory of goal setting and task motivation. A 35-year odyssey

The authors summarize 35 years of empirical research on goal-setting theory. They describe the core findings of the theory, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and satisfaction, and the role of goals as mediators of incentives. The external validity and practical significance of goal-setting theory are explained, and new directions in goal-setting research are discussed. The relationships of goal setting to other theories are described as are the theory's limitations.