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The organizational design of subcontracting in the construction industry has received limited attention. This article integrates transaction cost economics and resource-based view to investigate how the governance capabilities of the general contractor impact the organizational arrangement of subcontracting and how the goal orientation of project moderates these relationships. Regression analyses were conducted on information collected by a questionnaire survey administered to a sample of 279 respondents who were employed by Chinese general contractors and who were privy to strategy information in construction projects. The results showes that the general contractor with strong governance capabilities tends to increase the extent of the work to be subcontracted and the dispersion of subcontractors used in projects. Moreover, these relationships change when the goal orientation in projects differs. In projects that display an exploitative goal orientation, the positive impact of governance capabilities on the extent of subcontracting will be weakened while the impact on subcontractor dispersion will be strengthened. In contrast, the relationship between governance capabilities and the extent of subcontracting will be stronger, and the relationship between governance capabilities and the subcontractor dispersion will be weaker in projects that exhibit an explorative goal orientation. The findings contribute to the subcontracting literature by distinguishing between the extent of subcontracting and subcontractor dispersion and by highlighting the importance of the general contractor's governance capabilities and project goal orientation when setting up a subcontracting arrangement.

Contemporary organizations commonly use self-managing teams to structure work as a way to achieve competitive advantage. Although diversity on visible demographic characteristics-such as gender-is a critical determinant of team functioning, our knowledge about when and how gender diversity affects performance in self-managing teams is still nascent. Building upon the integration-and-learning perspective and recent developments in the information and decision-making approach on diversity, we investigate when (team learning goal orientation as a contingency factor) and how (shared leadership as a structural mediating mechanism) gender diversity benefits task performance in self-managing teams. We conducted two studies to test our hypotheses. In Study 1, we studied 66 teams that participated in a team simulation. As expected, we found that team learning goal orientation acted as a boundary condition qualifying the effect of gender diversity on self-managing team task performance, such that gender diversity benefited task performance for teams that were higher (vs. lower) in learning goal orientation. In Study 2, we tested shared leadership as a mediating mechanism via which gender diversity benefited team task performance in learning-goal-oriented teams. We surveyed 67 teams multiple times over the span of 6 months, and found that gender diversity benefited the task role enactment of teams with higher (vs. lower) learning goal orientation through shared leadership. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The alteration of students’ ideas in favour of more scientific ones is known as conceptual change. The process might involve a combination of both higher-order cognitive skills and motivational attitudes of students, but few studies have explored all three together. The current study examines the role of executive function skills and motivation alongside conceptual change in physics understanding. The study examines a sample of 426 Egyptian students (M age = 12.5)—an underrepresented population in the literature. The participants completed a short tutorial targeting misconceptions about density. Findings from the structural equation model indicated that executive functions, especially shifting, predicted baseline density understanding (ß = .18, p < .05), but not conceptual gains. Motivational elements, particularly, self-efficacy was a significant positive predictor of conceptual gains (ß = .15, p < .05), but not baseline density understanding. However, performance goal orientation negatively predicted conceptual gains (ß = -.18, p < .05). Implications for teaching and learning are suggested in light of the present findings.

본 연구는 목표지향성과 잡 크래프팅 간의 관계에서 내재 동기가 구성원의 잡 크래프팅 행동을 유발하는 심리적 메커니즘으로 작용하는지 확인하고자 하였다. 이를 위해 개인의 목표지향성이 내재 동기와 외재 동기에 미치는 영향과 내재 동기가 잡 크래프팅에 미치는 영향을 확인하고, 목표지향성과 잡 크래프팅의 관계를 내재 동기가 매개하는지 실증적으로 검증하고자 하였다. 또한 경쟁모형으로 외재 동기와 잡 크래프팅의 관계를 확인하여 잡 크래프팅에 대한 내재 동기와 외재 동기의 차별적 영향을 알아보고자 하였다. 본 연구에서는 온라인 설문조사를 통해 만 19세 이상 정규직 333명을 최종 분석에 활용하였다. 연구결과, 학습목표지향성은 내재 동기를, 성과접근 목표지향성은 내재 동기와 외재 동기를 모두 정적으로 예측했고, 성과회피 목표지향성은 외재 동기를 정적으로 예측했다. 또한, 내재 동기는 잡 크래프팅에 정적인 영향을 미쳤으며, 학습목표지향성과 성과접근 목표지향성이 잡 크래프팅에 미치는 영향을 내재 동기가 매개하였다. 추가적으로 잡 크래프팅에 대한 외재 동기의 매개효과 확인을 위해 경쟁모형을 설정하여 연구모형과 비교한 결과, 내재 동기만 잡 크래프팅을 매개하는 연구모형이 적합하고 간명한 모형인 것으로 나타났다. 이러한 연구결과를 바탕으로, 본 연구의 의의, 한계점 및 추후 연구방향 등을 제시하였다., The purpose of this study is to determine whether intrinsic motivation acts as a psychological mechanism that induces members' job crafting behavior in the relationship between goal orientation and job crafting. To explore this, we collected data by surveying full-time workers aging 19 or older online and used 333 participants for the final analysis. The results showed that mastery goal orientation positively predicted intrinsic motivation, and performance-approach goal orientation positively predicted both intrinsic and extrinsic motivation. Also, performance-avoidance goal orientation statically predicted extrinsic motivation. In addition, intrinsic motivation had a positive effect on job crafting, and relationship between goal orientation and job crafting was mediated by intrinsic motivation. Besides, a competition model was set up to check whether there is a mediating effect of extrinsic motivation on job crafting and compared with the research model. As a result, the research model that mediates job crafting only with intrinsic motivation was found to be a suitable and simple model. The implications and limitations of this study and directions for future research are addressed in the final part.

Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) integrative theory based on meta-analysis and model testing has served as the foundation for our understanding of training motivation. However, the applicability of the theory today may be limited for several reasons. There has been significant growth in training motivation research since Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) proposed and tested their theory. Also, advances in meta-analysis and model testing allow for a more complete and rigorous test of the theory than was previously possible. As a result, we propose and test a contemporary and comprehensive theory of training motivation based on Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678) and other studies conducted over the last 20 years. To do so, we conducted an updated meta-analytic review of 167 independent studies and tested a mediation model of training motivation theory using both conventional meta-analytic structural equation modeling (MASEM) and full-information MASEM (FIMASEM). The results support a partially mediated model of training motivation that includes additional antecedents (e.g., openness to experience, extroversion, agreeableness, and goal orientation) and learning outcomes (e.g., turnover intentions and job satisfaction) not included in Colquitt et al. (Journal of Applied Psychology, 2000, 85, p. 678). In addition, we conducted exploratory analyses to understand the relative importance of the antecedents of both motivation to learn and learning outcomes and the moderating role of training and studying characteristics on the relationships between motivation to learn and its antecedents and consequences. Finally, the authors discuss the implications of the results for theory, practice, and future research directions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Unterrichtsfeedbacks von Schulleitungen sind häufig von geringer Qualität und daher nicht immer wirksam. Aus diesem Grund wurde eine Feedbackintervention entwickelt, die Schulleitungen dabei unterstützen soll, Lehrkräften ein qualitativ hochwertiges Feedback zu ihrem Unterricht zu geben, auf dessen Grundlage diese ihre Unterrichtskompetenz weiterentwickeln können. Die Wirksamkeit der Intervention wurde in einer Studie mit quasi-experimentellem Design überprüft. Im vorliegenden Beitrag wird der Frage nachgegangen, ob Lehrkräfte, die ein Unterrichtsfeedback von ihrer Schulleitung erhielten, ihre Kompetenzentwicklung positiver einschätzen als Lehrkräfte, die kein Feedback erhielten. Weil Lehrkräfte der Interventionsgruppe ihre Kompetenzentwicklung nach dem Unterrichtsfeedback im Mittel nicht positiver einschätzten als Lehrkräfte der Kontrollgruppe, wurde zusätzlich geprüft, ob der Effekt des Unterrichtsfeedbacks mit den Zielorientierungen der Lehrkräfte interagiert. Für die Lern- und Annäherungsleistungszielorientierung zeigten sich differenzielle Effekte. Lehrkräfte mit hoch ausgeprägter Lern- und Annäherungsleistungszielorientierung, die ein Feedback erhielten, schätzten ihre Kompetenzentwicklung positiver ein als Lehrkräfte der Kontrollgruppe., Feedback by school leaders often is of poor quality and thus not always effective. Therefore, a feedback intervention was developed to assist school leaders in providing high-quality feedback to teachers based on which they can improve their instructional competence. The effectiveness of the intervention was tested within a quasi-experimental study. The present paper examines whether teachers who received feedback from their school leader rate their competence development more positively than teachers who did not receive feedback. After receiving feedback, teachers of the intervention group on average did not report a higher competence development than teachers of the control group. Therefore, interactions of school leaders’ feedback and teachers’ goal orientations were examined. With regard to teachers’ learning goal orientation and performance approach goal orientation, an interaction was found. Teachers with a pronounced learning goal orientation and performance approach goal orientation who received feedback reported a higher competence development than teachers of the control group.

To effectively design digital games and gamified systems, it is important to better understand the psychological and behavioral processes players use to reach goals. Although numerous prior studies have examined individuals’ adoption, use, and continued use of digital games, few attempts have been made to understand how people desire and strive to achieve goals. The objective in this study was to develop and test a model of individuals’ achievement of goals in digital gaming. Drawing upon theories of goal-directed behavior, we proposed a conceptual model describing goal setting, goal striving, goal attainment, and feedback evaluations in the context of mobile gaming. To empirically test the proposed model, we collected two sets of (cross-sectional and longitudinal) data from 407 users of Pokemon GO. The results generally indicated that goal-directed effort plays an important role in translating goal desire into goal attainment. In addition, we found prior game points and goal desire have interaction effects on goal-directed effort and subsequent acquisition of game points. Finally, this study shows that action strategies such as in-game payment and deliberate planning have differential effects on goal-directed effort and satisfying experiences. Overall, our findings provide empirical support for the efficacy of our goal-oriented model as a theoretical tool for explaining the process of goal striving to obtain game points. Our findings not only have important implications for digital gaming but also contribute to emerging research on gamified systems.

In this study, a multilevel correction-type goal-oriented adaptive finite element method is designed for semilinear elliptic equations. Concurrently, the corresponding convergence property is theoretically proved. In the novel goal-oriented adaptive finite element method, only a linearized primal equation and a linearized dual equation are required to be solved in each adaptive finite element space. To ensure convergence, the approximate solution of the primal equation was corrected by solving a small-scale semilinear elliptic equation after the central solving process in each adaptive finite element space. Since solving of the large-scale semilinear elliptic equations is avoided and the goal-oriented technique is absorbed, there has been a significant improvement in the solving efficiency for the goal functional of semilinear elliptic equations.

In the last years, the issue concerning individualism and collectivism in sport has increasingly attracted researchers’ attention. The relation between individualism-collectivism and performance has been surveyed (Cox et al., 1991, Mann, 1980, Wagner, 1995), the stability of teamwork (Kiffin-Petersen & Cordey, 2003, Kirkman, 1996, Kirkman & Shapiro, 2001), team performance (Karsh, 1984, Smith, 1984). This study aimed to examine individualism and collectivism and their relation to goal orientation among athletes with different levels of qualification practicing six different kinds of sport. The research was done among 160 athletes practicing six sports – three (3) team sports and three (3) individual sports. To fulfill the aim of the research, we used: 1. Scale for measuring the horizontal and vertical individualism and collectivism INDCOL of Singelis, Triandism Bhawuk, & Gelfand, 1995; 2. Task and Ego Orientation in Sport Questionnaire – TEOSQ, Duda & Nicholls, adapted for Bulgarian conditions by Domuschieva-Rogleva, 2003. 3. Psychological Collectivism Measure – Jackson et аl., 2006. We established significant differences among competitors practicing individual and team sports and differences depending on the qualification, club affiliation, gender. The influence of individualism and collectivism on goal orientation in sport was revealed.

Purpose Despite recognising the importance of training on the successful implementation of enterprise resource planning (ERP) systems, there is a shortage of research on mechanisms that facilitate the effective use of ERP implementation training in business environments. This study aims to investigate the factors influencing post-implementation transfer behaviours as a measure of training effectiveness among ERP users. Design/methodology/approach A conceptual model based on related theories was developed to explain the effectiveness of post-implementation ERP training. The study analysed collected data from ERP users drawn from finance, customer relationship management, marketing, sales and logistics units in some organisations in New Zealand. Findings Findings reveal that 42.7% of the variance in ERP training transfer (TT) can be explained by mastery goal orientation (MGO), computer self-efficacy (CSE) and transfer motivation (TMO). Furthermore, CSE and TMO acted as vital mechanisms by which MGO affects the TT. Research limitations/implications Future studies are implored to address the limitation of cross-sectional research design by using more objective measures and multiple data sources. Practical implications Understanding the underlying mechanisms of training effectiveness at the post-implementation phase can facilitate the development of strategic interventions to sustain effective transfer behaviours in ERP task environments. Originality/value Building on the self-determination theory, this study demonstrates the interrelationship among MGO, CSE, TMO and TT at the post-implementation phase of ERP.

SUMMARY We present a goal-oriented adaptive finite-element algorithm for accurately modelling marine controlled-source electromagnetic responses in 3-D media with general electrical anisotropy. We formulate the primal boundary value problem in terms of the total electric field for general applications. Following the goal-oriented adaptivity concept, the dual problem is derived from a functional designed to measure the data errors of interest in light of the data quality. We approximate the solutions to the primal and dual formulations using the edge finite-element method on tetrahedral grids for a flexible treatment of complex geological settings and survey geometries. To control the mesh adaptation, we develop a reliable residual-type a posteriori error estimation that takes account of the volumetric residual and the numerical discontinuity of the normal component of the electrical current density and that of the tangential component of the magnetic field with respect to non-smooth and anisotropic coefficients. We demonstrate the proposed modelling solver on 1-D MCSEM scenarios with varying degrees of electrical anisotropy. The comparison with goal-oriented adaptivity results obtained from other three commonly used error indicators shows that our approach is robust in dealing with both moderate and strong electrical anisotropy. After that, we constructed a 3-D hydrocarbon-bearing reservoir model with slope seafloor topography and tilted transverse isotropy in the background to examine our algorithm for the case of multiple sources. Finally, we implement a sensitivity analysis procedure to evaluate the resolution of the electrical anisotropy. The quantitative results indicate limitations and preferences of conventional MCSEM data in resolving anisotropic models, providing fundamental insights for inversion based data interpretation.

This study adopted a social perspective to explore the relationships of interpersonal interaction on creative performance and the moderating effect of goal orientation based on the social exchange theory and social capital theory. Interpersonal interaction was divided into two types, expressive relations and instrumental relations. Goal orientation was differentiated as learning goal orientation and performance goal orientation. Creative performance was divided into three facets, namely creative thinking, creative proposals, and creative applications. Data were collected from research and development engineers. The results show that expressive relations have positive effects on all aspects of creative performance, whereas instrumental relations have positive effects on creative applications. Learning goal orientation moderates the relationship between instrumental relations and creative proposals. Performance goal orientation has moderating effects on the relationship between interpersonal relations (both expressive and instrumental) and creative performance. This study addresses a gap in research into types of interpersonal interaction and goal orientation as these relate to creative performance. Keywords: Interpersonal interaction, Goal orientation, Creative performance.

This study is a conceptual replication of Kelley & Schmeichel (PLOS ONE 10: e0144228, 2015), which found that thinking about death reduces delay discounting. Unlike the original study, the current study was conducted in an environment where there was a real and tangible mortality threat across the world, that is, COVID-19. Contrary to the findings of the original study, results of the current study revealed that thinking about death increases delay discounting, such that participants who were primed with death thoughts traded (sic)200 now for (sic)342.35 three months later, whereas those in the control condition traded (sic)200 now for (sic)319.27 three months later. The current study also explored the moderating roles of goal orientation and self-esteem in the effect of mortality salience on delay discounting; however, it failed to provide evidence for the moderating roles of these variables.

I investigated the relationship between subordinates' performanceprove goal orientation and their perception of abusive supervision, and examined whether feedback-seeking behavior toward supervisors mediated this link. I collected data using a three-wave survey of 173 employees who were working in a variety of occupations in Taiwan. Empirical results indicate that when subordinates had a performanceprove goal orientation, their perception of abusive supervision was partially decreased through their feedback-seeking behavior toward supervisors. Specifically, those employees with a higher (vs. lower) performance-prove goal orientation sought more feedback from supervisors and, thus, perceived abusive supervision to a lesser degree. These findings contribute to the literature on the antecedents of abusive supervision in terms of subordinate-related factors. Managerial implications are proposed to enable employees to be aware of how their job performance is understood and viewed by their supervisors.

Based on the perspective of social cognitive theory, this study conducted a questionnaire survey on academic satisfaction of 302 college students, and investigated the mechanism of learning goal orientation on academic satisfaction by using correlation analysis and regression analysis. It was found that: both learning goal orientation and academic Self-efficacy had a significant positive effect on academic satisfaction; academic Self-efficacy mediated the relationship between learning goal orientation and academic satisfaction; teachers' academic support partially moderated the positive relationship between learning goal orientation and academic satisfaction. The empirical results of this study provide a reference for universities and college students to improve learning goal orientation and academic satisfaction by themselves.

As a media learning platform, the “Learning Power” platform integrates the advantages of the internet, big data, and new media. Through the supply of massive explicit and implicit learning resources as well as the construction of the interactive space of “Learning Power,” it fully embodies the education mechanism of moral education. Specifically, it is reflected in the distinctive political position and the education goal mechanism of “moral education,” the education operation mechanism of “explicit and implicit unity,” the learning mechanism of “autonomy and cooperation integration,” and the feedback incentive mechanism of “gamification.” The organic combination and interactive operation of these four mechanisms form a collaborative education mechanism system of goal orientation, education operation, learning process, and feedback incentive.

Objectives The current experiment tested the causal effect of goal orientation on subjective satisfaction with performance on a cognitive task. Method A sample of N = 231 young, middle-aged, and older adults (21–79 years) completed a dot-memory task in one of 3 goal orientation conditions aiming for improvement, maintenance, or avoidance of decline in performance. Results Bayesian analyses showed that in all age groups, goal orientation influenced actual performance, but did not affect perceived performance or performance satisfaction. Performance satisfaction was positively correlated with perceived performance, but not with actual performance. Discussion The findings suggest that whether goal orientation benefits older adults’ subjective well-being might depend on (a) the goal content (previous research targeted personal goals) or (b) whether it enhances their perception of the status quo (and thus reduces the discrepancy between actual and desired states). This study contributes to a better understanding of the role of goal orientation in subjective well-being across adulthood.

PurposeThis study aims to examine the effects of trait goal orientations (mastery, performance-prove and performance-avoid goals) on individual-level absorptive capacity (AC), ultimately adaptive performance. This study also explores the cross-level moderating effects of transformational leadership climate on these mediated relationships.Design/methodology/approachData from 480 participants in 76 teams from accounting firms in Northeast Thailand were analyzed using the multilevel method.FindingsFindings showed support for positive indirect effects from approach-related goal orientations (mastery and performance-prove) to adaptive performance via AC and a negative indirect effect from avoid goal orientation to adaptive performance via AC. Results showed that a transformational leadership climate strengthens the relationship between goal orientations and AC, but only when team members have a high level of approach-related goals.Originality/valueThis study extends previous work by providing an understanding of how a transformational leadership context and the differences in goal orientations interact to promote or impede an individual's AC. It also extends our understanding of the mechanism of how AC mediated the effects of trait goal orientations and transformational leadership climate on adaptive performance.

—This paper suggests simultaneous mechanism which makes UGV to secure its safety and recreate optimum path right after obstacle avoidance occurs. Research target and sensors is shown and the suggested optimum region path algorithm is presented. Also, this paper provides the performance of suggested algorithm by simulation, and will propose the direction of the future plans. The fixed and varying weight algorithm satisfy the constraints, once the robot arrives at the goal position in the simulation. However, the fixed weight algorithm was not able to drive on the shortest path, which is optimal, with many other successful weight values. On the other hand, the varying weight algorithm successfully generated the optimized path by changing the weight values in term of local environment. Especially, in the second simulation, the robot was able to safely arrive to the goal with little time period. This paper proposed VTV and Local Optimal path algorithm that the robot can generate the optimal path to the goal position without colliding obstacles as adapting Fuzzy controller which continuously optimizes the weight values of the cost function in terms of local environment

The intensities of exploitative and exploratory innovation vary across firms. From the perspectives of organisational slack and goal orientation, this study sheds light on how the actual proportion...

Implicit forms of emotion regulation are of growing interest and have been shown to be efficient in controlling emotional responses despite the fact that they operate without conscious awareness of the ongoing regulatory process and deliberate attempts to influence emotional responding. Although such forms of affective modulation are considered natural and crucial for mental health, their brain mechanisms have hardly been studied until now. Here, we employ a novel procedure and compare directly brain responses to emotional stimuli after implicitly inducing either a self-control goal or a reappraisal goal with a scrambled sentence task. Both induction methods showed robust attenuation of visual, attentional, and emotion-related brain networks. Moreover, after induction of the self-control goal we observed increased activity in the dorsolateral prefrontal cortex (dlPFC) and the right insula, which are involved in top-down modulation of emotional responses. Reappraisal goal induction led to weaker activation in the right dlPFC, which was localized similarly as in the self-control induction task. Our results not only confirm the effectiveness of implicit induction of affective control, but also indicate the important similarities in underlying neural mechanisms that are putatively shared with conscious forms of emotional regulation. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This study aims to investigate the effect of a self-regulated learning strategies on developing working memory and achievement goal orientation among high school students. The sample was selected from high school students. The participants in this study were 76 students. Experimental group (EG) consisted of 38 students while the control group (CG) consisted of 38 students. An experimental pretest and posttest control-group design was used in this study. The self-regulated learning strategies was conducted to the whole class by their actual teacher during the actual lesson period for 12 weeks with 50 minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of self-regulated learning strategies, namely ‘cognitive, metacognitive and resource management strategies’. The results of this study indicated great gains for students in the experimental group in among working memory and achievement goal orientation. The study shows that students in the experimental group, compared to those in the control group, develop robust among working memory and achievement goal orientation. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students’ among working memory and achievement goal orientation, it is recommended that teachers should learn how to implement these strategies in their lessons to increase their students’ performance.

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

PurposeThough employee job engagement has been one of the few most proliferated organizational concepts during the last two decades, evidence on how to achieve an engaged workforce is unclear. The purpose of this study was to contribute to the engagement literature by investigating the role of interpersonal leadership in developing job engagement through the relative importance of deep acting emotional labor skills, initiative climate and learning goal orientation as intervening mechanisms.Design/methodology/approachThis study employed an online self-reported survey in data collection, gathering input from 438 frontline service employees in Malaysia. The data was then tested using the structural equation modeling (PLS-SEM) to evaluate the proposed parallel mediation model of the study.FindingsThe findings demonstrated that deep acting emotional labor skills, initiative climate and learning goal orientation were significantly effective in intervening mechanisms through which interpersonal leadership impacted job engagement.Practical implicationsThis study offers insightful evidence that can be utilized by service organizations to improve employees' job engagement. The evidence derived from this study suggests that interpersonal leadership is a valuable organizational resource that can help carve pathways through which the objective of employee job engagement can be achieved. Therefore, while crafting organizational interventions for employee job engagement, service managers should address the findings of this study.Originality/valueDespite the evidence presented in previous literature on the notable relationship between leadership and engagement, there is yet to be an apt understanding of the impact of new leadership perspectives and the intervening mechanisms in predicting job engagement. This study attempts to fill the research gap.

Asian economies have experienced extraordinary growth in recent decades, and yet individual employee happiness and satisfaction has remained relatively stagnant. This can be explained in part by a related shift toward materialist goal aspirations. Goal Contents Theory (GCT) suggests that not all goals are created equal: intrinsic goal orientations are more strongly related to subjective well-being, for example. Using one of the most comprehensive surveys of Asia ever conducted, the current study examines the central tenets of GCT in several ways. Results show intrinsic (i.e., health, safety and security, affiliation, community feeling, self-acceptance and growth) relative to extrinsic goal orientation (i.e., money and materialism) is more strongly related to higher levels of satisfaction with one’s income, job, life, and accomplishments. Additionally, results of linear and nonlinear modeling display the diminishing marginal utility of income (the most widely utilized extrinsic incentive) on satisfaction. This curvilinear effect is exacerbated by extrinsic orientation. Finally, Multilevel Item Response Theory (MIRT) analysis confirmed a hierarchical ordering of intrinsic need strength and displayed the positive effect of national human development (i.e., Human Development Index) on individual intrinsic goal orientation. Results demonstrate the importance of organizational and national policies that emphasize human as well as economic development.

espanolIntroduccion.El exito academico enla asignatura de lengua inglesa es un elemento clave para los alumnos de educacion secundaria en Sudan, porque los puede ayudar a mejorar las oportunidades sociales, profesionales y de calidad de vida en el futuro. Al mismo tiempo, muchos alumnos sudaneses tienen problemas linguisticos, culturales y retoricos en relacion con la lengua inglesa y muchos de ellos tienen dificultades a la hora de expresarse en ingles. El proposito principal de este estudio es explorar como se les podria ayudar en este sentido y examinarlos efectos directos que ejercen sobre el desempeno academico en ingleslas teorias fija y de crecimiento sobre la inteligencia, ademas de losefectos indirectos de la orientacion de meta. Metodo. Se uso un metodo de investigacion cuantitativoque consistio en aplicar escalas de teorias implicitas dela inteligencia (Dweck, 2000)y de orientacion de meta (Elliot & Church, 1997).Los datos se recogieron mediante una tecnica de muestreo por conglomerados en una muestra de 392 respondedores, fundamentalmente alumnos de educacion secundaria en Sudan. Se aplico un programa de modelado de ecuaciones estructurales (SEM-AMOS) de relaciones entre constructos para examinar las relaciones entre las variables del constructo. Resultados. Las conclusiones del modelado de ecuaciones estructurales indicaron que la teoria fija de lainteligencia no ejercia un efecto directo sobre el desempeno academico en ingles, mientras que la teoria de crecimientode la inteligencia si que ejercia un efecto directo sobre el mismo. En cuanto al papel mediador de la orientacion de meta en la relacion entre la teoria fija de la inteligencia y el desempeno academico en ingles, no se hallaron efectosdirectos. Por el contrario, la orientacion de meta si que medio parcialmente en la relacion entre la teoria decrecimientode la inteligencia y el desempeno academico en ingles de los alumnos de educacion secundaria sudaneses. Discusion y conclusion.La motivacion, las teorias sobre la inteligencia y la orientacion de meta de los alumnos influy en en el desempeno academico en ingles. Por lo tanto, habria que prestarmas atencion y consideracion al desarrollo de la teoria de crecimiento de la inteligencia, de la orientacion de meta y de otras variables significativas en los alumnos de educacion secundaria sudaneses para ayudarlosa superar la debilidad en ingles y a mejorar su desempeno,de modo que puedan obtener puntuaciones elevadas en la asignatura de ingles. EnglishIntroduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

Seminal studies on human cognitive behavior have been conducted in controlled laboratory settings, demonstrating that visual attention is mainly goal-directed and allocated based on the action performed. However, it is unclear how far these results generalize to cognition in more naturalistic settings. The present study investigates active inference processes revealed by eye movements during interaction with familiar and novel tools with two levels of realism of the action affordance. We presented participants with 3D tool models that were either familiar or unfamiliar, oriented congruent or incongruent to their handedness, and asked participants to interact with them by lifting or using. Importantly, we used the same experimental design in two setups. In the first experiment, participants interacted with a VR controller in a low realism environment; in the second, they performed the task with an interaction setup that allowed differentiated hand and finger movements in a high realism environment. We investigated the differences in odds of fixations and their eccentricity towards the tool parts before action initiation. The results show that participants fixate more on the tool’s effector part before action initiation for the use task for unfamiliar tools. Furthermore, with more realistic action affordances, subjects fixate more on the tool’s handle as a function of the tool’s orientation, well before the action was executed. Secondly, the spatial viewing bias on the tool reveals early fixations are influenced by the task and the familiarity of the tools. In contrast, later fixations are associated with the manual planning of the interaction. In sum, the findings from the experiments suggest that fixations are made in a task-oriented way to plan the intended action well before action initiation. Further, with more realistic action affordances, fixations are made towards the proximal goal of optimally planning the grasp even though the perceived action on the tools is identical for both experimental setups. Taken together, proximal and distal goal-oriented planning is contextualized to the realism of action/interaction afforded by an environment.

Mindset refers to people’s beliefs about whether attributes are malleable or unchangeable (Dweck, 2006). The positive effects of a growth mindset in educational settings have been reported in many studies. However, the function of mindset in industrial and organizational settings has not been investigated enough. The purpose of this study is to test of premises of mindset (Burgoyne et al., 2020) in industrial and organizational settings.

Penelitian ini bertujuan untuk menguji hubungan self-regulated learning dengan goal orientation pada mahasiswa fakultas humaniora universitas “X” di masa pandemi. Desain penelitian ini akan menggunakan penelitian korelasional, dengan teknik sampling yang akan digunakan dalam penelitian ini yakni, non-probability sampling berupa convenience sampling. Alat ukur yang akan digunakan dalam penelitian ini yakni, alat ukur yang telah disusun oleh Budi Sulaeman selaku dosen psikologi universitas Bina Nusantara berdasarkan siklus regulasi diri yang dikemukakan Zimermman (dalam Susetyo & Kumara, 2012) untuk mengukur self-regulated learning dan alat ukur yang dimodifikasi dari Rono J (2012) berdasarkan teori goal orientation yang dikemukakan Ames; Anderman & Maehr; Maehr & Midgley (dalam Rono J, 2012) untuk mengukur goal orientation.