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This study examined pretraining influences on dimensions of readiness to change under nonoptimal training conditions. The authors predicted that individual difference factors (i.e., goal orientation, social support, and perceived choice) would have different influences on pretraining motivation (self-efficacy, motivation to learn, and readiness to change) for individuals who were more focused on changing behavior (dynamic focus) versus maintaining current behavior (static focus). We used a sample who had experienced nonoptimal training conditions (i.e., DUI [driving under the influence] offenders [N = 310] completing a court-ordered 2- or 3-day intervention program). Results supported a different pattern of relationships in the static focus versus dynamic focus model. Results highlighted the importance of examining antecedents of readiness to change to increase our understanding of pretraining motivation under adverse training conditions. [ABSTRACT FROM AUTHOR]

We examined the longitudinal effects of situationally induced 2-dimensional state goal orientations (i.e., achievement goals) on perceptions, performance, and satisfaction. Results ( N = 268) indicated that high state learning cues led to higher perceived challenge and, for higher ability individuals, greater performance gains. Further, high state performance cues led to higher perceived effort. However, results revealed that state learning and performance effects were more complex than expected. State learning effects on challenge and state performance effects on effort were both stronger with other cues absent. Additionally, increasingly beneficial state learning cue effects were stronger for higher ability individuals. Thus, results provided support that state learning and performance goals are separate dimensions, and their interactive effects need further examination. [ABSTRACT FROM AUTHOR]