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At least 343 records · Page 19Linked to original sources

PubMed2006

The bases of goal setting in the self-regulation of hypertension.

We apply a new methodology to investigate goal setting by hypertensive patients that uncovers the reasons why people have a goal to manage hypertension or not (e.g. to reduce/maintain one's current blood pressure). The reasons are found to consist of superordinate goals in support of one's focal hypertension goal and the hierarchical mental network underlying the superordinate goals. We show that, not only do such superordinate goals influence patients' beliefs, feelings and decisions, but the relationships among superordinate goals are particularly efficacious in the formation of beliefs and attitudes, as well as intentions to self-regulate hypertension and actual efforts in doing so. Hypotheses were tested on a sample of 219 patients at a university-based hypertension clinic.

Adult↗

PubMed2003

Changes in life goals of people with neurological disabilities.

OBJECTIVE: To investigate the relationship between changes in life goals and progression of disabilities among subjects with neurological disorders over a period of four years. DESIGN: Retrospective study. SETTING: A centre for continuing disability management in the UK. SUBJECTS: Patients with static or progressive neurological disabilities. INTERVENTIONS: Review of rehabilitation team notes. MAIN OUTCOME MEASURES: Barthel ADL Index and Rivermead Life Goals Questionnaire from four consecutive annual assessments from 1997 to 2000. RESULTS: Thirty-two subjects had progressive disabilities and 24 had static disabilities. In subjects with static disabilities there was no significant change in grades of any of the life goals over a period of four years. Among subjects with progressive disabilities, significant reductions were noted in importance given to partner (p = 0.034), work (p = 0.008) and leisure (p = 0.028) over four years. While there was no significant change in number of life goals considered as extremely important in subjects with static disabilities, there was a significant reduction in number of goals considered as extremely important in subjects with progressive disabilities (p = 0.022) CONCLUSION: People with progressive disabilities tend to downgrade the significance attached to goals related to partner, work and leisure. They also reduce number of goals graded as extremely important. This change is not seen in people with static disability.

Activities of Daily Living↗

PubMed2001

Constraints on equifinality: goals are good explanations only for controllable outcomes.

What makes a goal or a precondition a better explanation of an action or outcome? Recent research shows that whereas goals are preferred for common actions, preconditions are preferred for actions that require substantial resources, particularly when those actions are obstructed. Two studies examined whether judgments of goals and preconditions reflect the controllability of the events, and whether previous findings apply to events generated by participants. Participants judged goals and preconditions as explanations for desirable extreme and moderate events and assessed the controllability and probability of the events. For common events, goals were better explanations than preconditions, whereas for the extreme scenarios, preconditions were judged equal or better explanations. The extreme events were seen as less controllable than the moderate events, and the controllability of the events predicted judgments of goals as explanations. The results suggest that participants see goals as better explanations only for events that the person can control, and they judge preconditions to be good explanations for events where the person has little control. These findings suggest that equifinality may apply only to those actions and outcomes where the preconditions are readily obtainable.

Achievement↗

PubMed2006

Goal representation in human anterior intraparietal sulcus.

When a child reaches toward a cookie, the watching parent knows immediately what the child wants. The neural basis of this ability to interpret other people's actions in terms of their goals has been the subject of much speculation. Research with infants has shown that 6 month olds respond when they see an adult reach to a novel goal but habituate when an adult reaches to the same goal repeatedly. We used a similar approach in an event-related functional magnetic resonance imaging experiment. Adult participants observed a series of movies depicting goal-directed actions, with the sequence controlled so that some goals were novel and others repeated relative to the previous movie. Repeated presentation of the same goal caused a suppression of the blood oxygen level-dependent response in two regions of the left intraparietal sulcus. These regions were not sensitive to the trajectory taken by the actor's hand. This result demonstrates that the anterior intraparietal sulcus represents the goal of an observed action.

Adult↗

PubMed2005

Goal expectations as predictors of retirement intentions.

The current study explored the contribution of personal goals to retirement decisions. A SMARTER methodology (to assess multiattribute utility) and taxonomy of human goals were used to investigate the relationship between older workers' personal goals and their retirement intentions. Two hundred and fifty-one employees of a large university, varying in age from 55 to 77, were asked to indicate the relative importance of 29 goals and to indicate the utility they perceived in continued work and retirement as a means to achieve these goals. The results demonstrate that goal evaluations are important predictors of retirement intentions. Furthermore, goal evaluations provide an important and unique contribution to predicting retirement intentions beyond that predicted by personal and demographic variables. These results have implications for pre-retirement education and workplace application.

Age Factors↗

PubMed2005

Motivational climate, achievement goals, perceived sport competence, and involvement in physical activity: structural and mediator models.

Students (N=231) were tested on involvement in physical activity, motivational climate, perceived sport competence, and goal orientations. Multiple regression, partial correlation, and LISREL analyses indicated that mastery goal adoption is positively correlated with a mastery climate. Performance-approach goal adoption is positively correlated with a performance climate. Mastery climate, mastery goal, and perceived sport competence are all positively correlated with involvement in physical activity. LISREL analyses supported three mediational hypotheses: (I) the positive correlation between the performance-approach goal and involvement in physical activity is mediated by (high) perceived sport competence, (II) the negative correlation between the performance-avoidance goal and involvement in physical activity is mediated by (low) perceived sport competence, (III) the positive correlation between mastery climate and involvement in physical activity is mediated by (high) mastery goal orientation. An alternative structural model with perceived competence as the last latent construct in the path was also tested.

Achievement↗

PubMed1999

Effect of goal-setting on reaction time.

To examine the effect of goal-setting on reaction time 40 physical education students were tested on a reaction-time test and were randomly assigned to one of four experimental conditions: personal goals, difficult assigned goals, easy assigned goals, and no goals. Analysis showed that goal-setting enhanced performance, and participants in the difficult assigned goals condition showed the biggest improvement.

Adult↗

PubMed2004

Combined effect of goal setting and self-talk in performance of a soccer-shooting task.

To examine the combined effect of goal setting and self-talk, 41 professional and semiprofessional soccer players from four different teams were tested on a soccer-shooting task. Teams were assigned to one of four conditions: (a) self-talk, (b) goal setting, (c) goal setting plus self-talk, and (d) do your best control. Subjects performed one baseline measurement and three experimental sessions. Analysis showed that performance, compared to the do your best condition, in the combined condition is immediately enhanced, whereas self-talk and goal-setting effects were significant from Session 3. No significant differences in performance were observed among experimental groups, except in Session 2, during which the combined group scored significantly better than the goal-setting group. It seems that, whereas both goal setting and self-talk are effective in enhancing performance, some advantage may be derived from a combined intervention. Findings are discussed in the perspective of past research efforts on goal setting and self-talk.

Achievement↗

PubMed2002

Goal-directedness and personal identity as correlates of life outcomes.

Although much research has been conducted on goal setting, researchers have not examined goal-directedness or propensity to set goals as a stable human characteristic in adults. In this study, a survey was developed and distributed to 104 adult participants to assess their goal-directedness, personal identity, and various life outcomes. A theoretical model was developed and tested using structural equation modeling that proposed that both goal-directedness and personal identity should positivcly influence important life outcomes. Analysis showed that goal-directedness and personal identity are positively related to personal well-being, salary, and marital satisfaction. Further, personal identity was positively related to job satisfaction but, contrary to related research, goal-directedness did not predict job satisfaction.

Adult↗

PubMed2005

Limitations of semantic priming procedures for automatic goal activation.

According to the auto-motive model, behavioral goals can be automatically activated by situational cues and may subsequently guide behavior without individual awarness. Semantic priming has become a popular paradigm for investigating effects of automatic goal activation. Nevertheless, a critical assumption of the model, i.e., that goals can be activated by semantic primes related to situational features associated with the goal, is often assumed rather than tested in experiments using semantic priming procedures. Results of four studies testing the potential of such a prime for goal activation by assessing emotional responses, subjective goal importance, behavioral intentions, and enhanced perception of goal-related stimuli do not support this assumption. The implications of these findings and a critical evaluation of results of other studies are discussed in terms of possible limitations of semantic priming procedures for testing hypotheses derived from the auto-motive model.

Adolescent↗

PubMed1987

Goal planning in audiological rehabilitation.

This paper describes the processes involved in goal planning, a means of structuring and evaluating a rehabilitation programme which is individually designed for a particular patient. The goal planning procedure involves a multi-disciplinary effort with the patient as an integral member of the team. Goals, which are identified from a strengths-needs list compiled by the team for a patient, are broken down into specific steps which should be easy to achieve by a given target date. The patient's strengths are used to help achieve the goals. Each step should be written in clear and objective terms and the use of vague goals such as 'the patient should make better use of a hearing aid', should be avoided. Goal planning does not dictate which therapy should be used but it does provide a framework for implementing any therapy that the team decide is appropriate. An example of a goal plan used in an audiological rehabilitation clinic is given.

Adult↗

PubMed2001

Goal coordination in narrative comprehension.

In this paper, we report two experiments in which the consequence of maintaining multiple, unrelated character goals during comprehension were studied. This is in contrast to previous work that has focused on a single goal, or multiple related goals. The results showed that the presence of active subsequent goals can diminish the availability of earlier mentioned goals, even in the absence of semantic and other relations. In contrast, the status of earlier mentioned goals does not influence the availability of subsequent goals. These results support an explanation-based view of comprehension.

Attention↗

PubMed1999

Goal-specific influences on the representation of spatial perspective.

In two experiments, subjects learned an unfamiliar campus environment, either by studying a map or by navigating. During acquisition, the subjects had one of two spatial goals: to learn the layout of the building (survey goal) or to learn the fastest routes between locations (route goal). Spatial memory was tested with several tasks, some assessing survey perspective processing and some assessing route perspective processing. Results indicate multiple influences on the representation of spatial perspective. Learning condition influenced performance. Individuals studying maps gave more accurate responses to some survey perspective tasks, whereas individuals navigating gave more accurate responses to some route perspective tasks. Spatial goals also influenced performance. Having a route goal enhanced performance on route perspective tasks; having a survey goal enhanced performance on survey perspective tasks. These findings are discussed in the context of research indicating flexibility when processing spatial perspective. Individuals can use spatial information from different perspectives, often doing so in a goal-directed manner.

Goals↗

PubMed2006

Retaining self-determined goals and the impact on examination scores.

OBJECTIVE: To determine how many students retained their own goals during a 6-month radiology course and to evaluate the impact on the final examination scores. METHODS: At the beginning of the radiology course in 2003, all first-year military nursing students (N = 60) were asked to list their self-determined goals for learning radiology. After the 6-month course, they were asked to restate their initial self-determined goals, without previous notice. The replies were classified into three groups, as follows: group 1, those who did not restate their own goals accurately; group 2, those who restated their own goals accurately; group 3, those who stated, "I don't remember." The mean examination scores for the groups were compared by using Student's t test. RESULTS: The mean score (mean +/- SD, 69.6 +/- 6.9) for students in group 3 was significantly higher than that (mean +/- SD, 61.8 +/- 5.8) for students in group 1 (p = 0.003). The mean score (mean +/- SD, 64.7 +/- 6.9) for group 2 was higher than that for group 1, but the difference was not statistically significant (p = 0.109). CONCLUSIONS: Retaining self-determined goals has clear advantages in a military nursing school. However, those who are honest and report forgetting their self-determined goals do not always achieve poor results on the examination.

Educational Measurement↗

PubMed2000

[Effect of goal setting on information processing in letter comparison tasks].

In two laboratory experiments (N1 = 84, N2 = 20) the impact of goal setting on information processing (perception) in letter-matching tasks was examined. It was expected that setting difficult goals for reaction times improves performance because identification and especially semantic classification of letters should be speeded up under goal-setting instructions. Three findings can be emphasized. (1) Current models of simultaneous letter matching are incomplete because they do not account for differences in reaction time based on alphabetic variations (lower case vs. upper case letters) within a pair of letters that are largely independent of real letter sizes. (2) In both experiments and for all types of letter pairs (AA, Aa, Ab AB), goal-setting effects are found as expected. In addition, the explanation that these effects are due to a speed-accuracy trade-off can be excluded. (3) Moreover, in some conditions goal-setting effects are also influenced by special features of letter pairs. Specifically, goal-setting effects are especially strong for letter pairs in which the right letter was enlarged and in which alphabetic differences and semantic differences within pairs call for opposite answers (Aa, AB). Based on the overall pattern of results, it is concluded that difficult goals lead to a general facilitation of processes in visual perception and, in addition, to a reduction of stimulus-induced, performance-delaying inhibition processes if linguistic information is processed predominantly in the left hemisphere.

Adult↗

PubMed2001

Patient participation in physical therapy goal setting.

BACKGROUND AND PURPOSE: An important part of treatment planning in physical therapy is effective goal setting. The Guide to Physical Therapist Practice recommends that therapists should identify the patient's goals and objectives during the initial examination in order to maximize outcomes. The purpose of this study was to examine whether therapists seek to involve patients in goal setting and, if so, what methods they use. Therapists' attitudes toward participation and patient satisfaction with the examination were also examined. SUBJECTS AND METHODS: Twenty-two physical therapists audiotaped the initial examination of 73 elderly patients (mean of 76.4 years of age, SD = 7.1, range = 65-94). The audiotaped examinations were then scored using the Participation Method Assessment Instrument (PMAI) to determine the frequency of attempts made by therapists to involve patients in goal setting. Therapists and patients completed surveys following the examinations. RESULTS: Therapists' use of participation methods during examinations ranged from a minimum of 1 to a maximum of 19 out of 21 possible items on the PMAI. The therapists stated that they believed that it is important to include patients in goal-setting activities and that outcomes will be improved if patients participate. Patients also indicated that participation is important to them. DISCUSSION AND CONCLUSION: In most cases, the therapists did not fully take advantage of the potential for patient participation in goal setting. Patient and therapist education is needed regarding methods for patient participation during initial goal-setting activities.

Aged↗

PubMed2001

The automated will: nonconscious activation and pursuit of behavioral goals.

It is proposed that goals can be activated outside of awareness and then operate nonconsciously to guide self-regulation effectively (J. A. Bargh, 1990). Five experiments are reported in which the goal either to perform well or to cooperate was activated, without the awareness of participants, through a priming manipulation. In Experiment 1 priming of the goal to perform well caused participants to perform comparatively better on an intellectual task. In Experiment 2 priming of the goal to cooperate caused participants to replenish a commonly held resource more readily. Experiment 3 used a dissociation paradigm to rule out perceptual-construal alternative explanations. Experiments 4 and 5 demonstrated that action guided by nonconsciously activated goals manifests two classic content-free features of the pursuit of consciously held goals. Nonconsciously activated goals effectively guide action, enabling adaptation to ongoing situational demands.

Adaptation, Psychological↗

PubMed1989

Work-site health promotion: the effects of a goal-setting program on nutrition-related behaviors.

A Goal Attainment Scaling procedure was used to quantify and evaluate change in nutrition-related behaviors of participants in a work-site wellness program. Goal Attainment Scaling is a procedure for quantifying change over time, in five categories varying from "less than expected" success to "more than expected" success. The sample consisted of 60 enlisted military personnel who had indicated, on a screening questionnaire, their desire to improve dietary practices. The subjects were assigned to three groups but remained unaware throughout the study that nutrition was being investigated. The Goal-Setting/Goal Attainment group (GSGA, no. = 19) received a full 8-week health promotion program, based on goal-setting, fitness information, and skill development (12 sessions). The Goal-Setting group (GS, no. = 19) received only the part of the program that focused on setting goals (two sessions). The control group (no. = 22) received no instruction. Results from analysis of variance indicated that GSGA had significantly higher "Change Scores" in nutrition-related behaviors than the control group (p less than .05); "Change Scores" reflect degree of dietary improvement. Frequency data indicate that dietary improvements were sustained for 84% of the GSGA members, 64% of the GS members, and 37% in the control group. These findings suggest goal-setting skills enhance individuals' capabilities for making and maintaining improvements in nutrition-related behaviors.

Adult↗