Goal Regulation Across Time: The Effects of Feedback and Affect
This research focused on the processes individuals use to regulate their goals across time. Two studies examined goal regulation following task performance with 6 samples of participants in a series of 8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2 goal types...
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| Veröffentlicht in: | Journal of applied psychology 2005-05, Vol.90 (3), p.453-467 |
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| container_title | Journal of applied psychology |
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| creator | Ilies, Remus Judge, Timothy A |
| description | This research focused
on the processes individuals use to regulate their goals across time. Two studies examined
goal regulation following task performance with 6 samples of participants in a series of
8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2
goal types, and (c) actual or manipulated performance feedback referring to the focal
participant's own performance or to the participant's performance compared with others'
performance. Applying multilevel methods, the authors examined (a) how performance
feedback influences subsequent goals within individuals across both negative and positive
performance feedback ranges, and (b) the mediating role of affect in explaining the
relationship between feedback and subsequent goal setting. Results showed that
participants adjusted their goals downwardly following negative feedback and created
positive goal-performance discrepancies by raising their goals following positive
feedback. In each sample, affect mediated substantial proportions of the feedback-goals
relationship within individuals. |
| doi_str_mv | 10.1037/0021-9010.90.3.453 |
| format | Article |
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on the processes individuals use to regulate their goals across time. Two studies examined
goal regulation following task performance with 6 samples of participants in a series of
8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2
goal types, and (c) actual or manipulated performance feedback referring to the focal
participant's own performance or to the participant's performance compared with others'
performance. Applying multilevel methods, the authors examined (a) how performance
feedback influences subsequent goals within individuals across both negative and positive
performance feedback ranges, and (b) the mediating role of affect in explaining the
relationship between feedback and subsequent goal setting. Results showed that
participants adjusted their goals downwardly following negative feedback and created
positive goal-performance discrepancies by raising their goals following positive
feedback. In each sample, affect mediated substantial proportions of the feedback-goals
relationship within individuals.</description><identifier>ISSN: 0021-9010</identifier><identifier>EISSN: 1939-1854</identifier><identifier>DOI: 10.1037/0021-9010.90.3.453</identifier><identifier>PMID: 15910142</identifier><identifier>CODEN: JAPGBP</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Achievement ; Adaptation, Psychological ; Adolescent ; Adult ; Affect ; Behavior ; Biological and medical sciences ; Emotional States ; Emotions ; Feedback ; Female ; Follow-Up Studies ; Fundamental and applied biological sciences. Psychology ; Goal Setting ; Goals ; Human ; Humans ; Individuality ; Internal-External Control ; Internet ; Linear Models ; Male ; Motivation ; Multilevel models ; Objectives ; Personality. Affectivity ; Problem Solving ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reinforcement (Psychology) ; Self-management ; Self-Regulation ; Selfregulation ; Students - psychology ; Studies ; Task performance ; Time</subject><ispartof>Journal of applied psychology, 2005-05, Vol.90 (3), p.453-467</ispartof><rights>2005 American Psychological Association</rights><rights>2005 INIST-CNRS</rights><rights>Copyright American Psychological Association May 2005</rights><rights>2005, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a476t-5bad3634ba6be709ec3edc0330ab86bff2637f6713dcdbd4082911cc5ce9fafe3</citedby><cites>FETCH-LOGICAL-a476t-5bad3634ba6be709ec3edc0330ab86bff2637f6713dcdbd4082911cc5ce9fafe3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999,31000</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16824963$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15910142$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ilies, Remus</creatorcontrib><creatorcontrib>Judge, Timothy A</creatorcontrib><title>Goal Regulation Across Time: The Effects of Feedback and Affect</title><title>Journal of applied psychology</title><addtitle>J Appl Psychol</addtitle><description>This research focused
on the processes individuals use to regulate their goals across time. Two studies examined
goal regulation following task performance with 6 samples of participants in a series of
8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2
goal types, and (c) actual or manipulated performance feedback referring to the focal
participant's own performance or to the participant's performance compared with others'
performance. Applying multilevel methods, the authors examined (a) how performance
feedback influences subsequent goals within individuals across both negative and positive
performance feedback ranges, and (b) the mediating role of affect in explaining the
relationship between feedback and subsequent goal setting. Results showed that
participants adjusted their goals downwardly following negative feedback and created
positive goal-performance discrepancies by raising their goals following positive
feedback. In each sample, affect mediated substantial proportions of the feedback-goals
relationship within individuals.</description><subject>Achievement</subject><subject>Adaptation, Psychological</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Affect</subject><subject>Behavior</subject><subject>Biological and medical sciences</subject><subject>Emotional States</subject><subject>Emotions</subject><subject>Feedback</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goal Setting</subject><subject>Goals</subject><subject>Human</subject><subject>Humans</subject><subject>Individuality</subject><subject>Internal-External Control</subject><subject>Internet</subject><subject>Linear Models</subject><subject>Male</subject><subject>Motivation</subject><subject>Multilevel models</subject><subject>Objectives</subject><subject>Personality. Affectivity</subject><subject>Problem Solving</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reinforcement (Psychology)</subject><subject>Self-management</subject><subject>Self-Regulation</subject><subject>Selfregulation</subject><subject>Students - psychology</subject><subject>Studies</subject><subject>Task performance</subject><subject>Time</subject><issn>0021-9010</issn><issn>1939-1854</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNqF0U1LAzEQBuAgiq3VP6AgRdTb1iSTj82xFK1CQZB6DrPZrGzZdtdN99B_b2qLBQ96SRh4ZkLmJeSS0RGjoB8o5SwxNJaGjmAkJByRPjNgEpZKcUz6P6BHzkJYUMoEGHpKekwaFgveJ1fTGqvhm__oKlyX9Wo4dm0dwnBeLv05OSmwCv5ifw_I-9PjfPKczF6nL5PxLEGh1TqRGeagQGSoMq-p8Q587igAxSxVWVFwBbpQmkHu8iwXNOWGMeek86bAwsOA3O_mNm392fmwtssyOF9VuPJ1F6zSqZRg1L9Qas40l_RfCCkDZRSP8OYXXNRdu4q_tYoJQYXh-i_EGcR9Q1z6gPAd-t5f6wvbtOUS241l1G7jsts07DaNeFiwMa7YdL2f3GVLnx9a9vlEcLcHGBxWRYsrV4aDUykXcTHR3e4cNmibsHHYrktX-WCxqQ7vfQFcNqWx</recordid><startdate>20050501</startdate><enddate>20050501</enddate><creator>Ilies, Remus</creator><creator>Judge, Timothy A</creator><general>American Psychological Association</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>20050501</creationdate><title>Goal Regulation Across Time</title><author>Ilies, Remus ; Judge, Timothy A</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a476t-5bad3634ba6be709ec3edc0330ab86bff2637f6713dcdbd4082911cc5ce9fafe3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Achievement</topic><topic>Adaptation, Psychological</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Affect</topic><topic>Behavior</topic><topic>Biological and medical sciences</topic><topic>Emotional States</topic><topic>Emotions</topic><topic>Feedback</topic><topic>Female</topic><topic>Follow-Up Studies</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Goal Setting</topic><topic>Goals</topic><topic>Human</topic><topic>Humans</topic><topic>Individuality</topic><topic>Internal-External Control</topic><topic>Internet</topic><topic>Linear Models</topic><topic>Male</topic><topic>Motivation</topic><topic>Multilevel models</topic><topic>Objectives</topic><topic>Personality. Affectivity</topic><topic>Problem Solving</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reinforcement (Psychology)</topic><topic>Self-management</topic><topic>Self-Regulation</topic><topic>Selfregulation</topic><topic>Students - psychology</topic><topic>Studies</topic><topic>Task performance</topic><topic>Time</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ilies, Remus</creatorcontrib><creatorcontrib>Judge, Timothy A</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of applied psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ilies, Remus</au><au>Judge, Timothy A</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Goal Regulation Across Time: The Effects of Feedback and Affect</atitle><jtitle>Journal of applied psychology</jtitle><addtitle>J Appl Psychol</addtitle><date>2005-05-01</date><risdate>2005</risdate><volume>90</volume><issue>3</issue><spage>453</spage><epage>467</epage><pages>453-467</pages><issn>0021-9010</issn><eissn>1939-1854</eissn><coden>JAPGBP</coden><abstract>This research focused
on the processes individuals use to regulate their goals across time. Two studies examined
goal regulation following task performance with 6 samples of participants in a series of
8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2
goal types, and (c) actual or manipulated performance feedback referring to the focal
participant's own performance or to the participant's performance compared with others'
performance. Applying multilevel methods, the authors examined (a) how performance
feedback influences subsequent goals within individuals across both negative and positive
performance feedback ranges, and (b) the mediating role of affect in explaining the
relationship between feedback and subsequent goal setting. Results showed that
participants adjusted their goals downwardly following negative feedback and created
positive goal-performance discrepancies by raising their goals following positive
feedback. In each sample, affect mediated substantial proportions of the feedback-goals
relationship within individuals.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>15910142</pmid><doi>10.1037/0021-9010.90.3.453</doi><tpages>15</tpages></addata></record> |
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| ispartof | Journal of applied psychology, 2005-05, Vol.90 (3), p.453-467 |
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| language | eng |
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| source | MEDLINE; EBSCOhost APA PsycARTICLES; EBSCOhost Business Source Complete; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Achievement Adaptation, Psychological Adolescent Adult Affect Behavior Biological and medical sciences Emotional States Emotions Feedback Female Follow-Up Studies Fundamental and applied biological sciences. Psychology Goal Setting Goals Human Humans Individuality Internal-External Control Internet Linear Models Male Motivation Multilevel models Objectives Personality. Affectivity Problem Solving Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reinforcement (Psychology) Self-management Self-Regulation Selfregulation Students - psychology Studies Task performance Time |
| title | Goal Regulation Across Time: The Effects of Feedback and Affect |
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