The Impact Of Goal Setting And Self Monitoring Condition On The Accuracy Of Self Generated Knowledge Of Results And The Level Of Task Performance
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Author | : J. Kevin Ford |
Publisher | : |
Total Pages | : 256 |
Release | : 1983 |
Genre | : Goal (Psychology) |
ISBN | : |
Author | : Edwin A. Locke |
Publisher | : |
Total Pages | : 440 |
Release | : 1990 |
Genre | : Business & Economics |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 76 |
Release | : 1983 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 882 |
Release | : 1989 |
Genre | : Dissertations, Academic |
ISBN | : |
Author | : Edwin A. Locke |
Publisher | : Routledge |
Total Pages | : 690 |
Release | : 2013 |
Genre | : Business & Economics |
ISBN | : 0415885485 |
This book concentrates on the last twenty years of research in the area of goal setting and performance at work. The editors and contributors believe goals affect action, and this volume will have a lineup of international contributors who look at the recent theories and implications in this area for IO psychologists and human resource management academics and graduate students.
Author | : Gavin T. L. Brown |
Publisher | : Routledge |
Total Pages | : 586 |
Release | : 2016-06-23 |
Genre | : Education |
ISBN | : 1317608186 |
The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, this book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. A unique and timely contribution to the field of Educational Psychology, the Handbook of Human and Social Conditions in Assessment is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning. Organized into four sections, this volume examines assessment in relation to teachers, students, classroom conditions, and cultural factors. Each section is comprised of a series of chapters, followed by a discussant chapter that synthesizes key ideas and offers directions for future research. Taken together, the chapters in this volume demonstrate that teachers, test creators, and policy makers must account for the human and social conditions that shape assessment if they are to implement successful assessment practices which accomplish their intended outcomes.
Author | : Goran Kuljanin |
Publisher | : |
Total Pages | : 190 |
Release | : 2008 |
Genre | : Goal setting in personnel management |
ISBN | : |
Author | : M.G. Helander |
Publisher | : Elsevier |
Total Pages | : 1603 |
Release | : 1997-08-18 |
Genre | : Computers |
ISBN | : 0080532888 |
This completely revised edition, of the Handbook of Human-Computer Interaction, of which 80% of the content is new, reflects the developments in the field since the publication of the first edition in 1988. The handbook is concerned with principles for design of the Human-Computer Interface, and has both academic and practical purposes. It is intended to summarize the research and provide recommendations for how the information can be used by designers of computer systems. The volume may also be used as a reference for teaching and research. Professionals who are involved in design of HCI will find this volume indispensable, including: computer scientists, cognitive scientists, experimental psychologists, human factors professionals, interface designers, systems engineers, managers and executives working with systems development. Much of the information in the handbook may also be generalized to apply to areas outside the traditional field of HCI.
Author | : Hyoung Koo Moon |
Publisher | : |
Total Pages | : 408 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Kathryn Mary Roose |
Publisher | : |
Total Pages | : 194 |
Release | : 2014 |
Genre | : Electronic books |
ISBN | : |
In 1968, the first cohesive theory on goal setting proposed that difficult goals produce higher levels of performance than easy goals and that specific goals produce a higher level of performance than "do your best" goals. Whereas over 40 years of research supports this theory, there has been some discrepancy regarding the use of very high goals. This study was designed to examine the effects on performance of different levels of performance improvement goals and two different types of feedback, as feedback is often used in conjunction with goal setting. In Study 1, a 2x2 factorial design examined the effects of a 150% performance improvement goal and a 200% performance improvement goal, as well as two types of feedback. One feedback showed the participants their progress towards the goal as a percent, while the other showed the participants their progress towards the goals as a percent, plus what percent of the goal they should have completed by that point in the session in order to meet the goal by the end of the session. In Study 2, a single subject design was used, with half of the experimental participants being given a performance goal of a 150% improvement over baseline, and the other half being given a 175% increase over baseline performance goal. Participants were given the same two types of feedback as the participants in Study 1, counterbalanced across the first and second experimental conditions, and then given a choice between the two types of feedback for a final condition. Results indicate that lower goals produced higher increases in performance than higher goals, and that lower goals produced increases in accuracy, while the higher goals produced decreases in accuracy. However, the participants with the higher goal worked longer, by use of the Start Over button. In addition, feedback during performance that made clear the discrepancy between a participant's current performance and performance necessary to reach the goal produced higher increases in responding and very slightly higher accuracy than feedback that only provided a record of correct responses and percent of goal completion. However, the participants that received feedback only on percent of goal completion worked longer, by use of the Start Over button.