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Browsing by Author "Hafsteinsson, Leifur Geir"

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    The Interacting Effect of Self-Efficacy and Performance Goal Orientation on Goal Setting and Performance: The Positive Side of Performance Goal Orientation
    Hafsteinsson, Leifur Geir (Virginia Tech, 2002-02-28)
    The empirical literature on goal orientation is ambiguous in relation to the supposed effects of performance goal orientation (PGO) on goal setting and performance. In an attempt to clear up this issue it was hypothesized based on Carol Dweck's (1989) theoretical framework that dispositional performance goal orientation would interact with self-efficacy in their effect on level of self-set goal and performance, such that the relationship between PGO and goals (and performance) would be positive for individuals high on self-efficacy, while negative for individuals low on self-efficacy. Furthermore it was predicted that learning goal orientation would be positively related to both goals and performance. In both cases it was predicted that goals would serve as a mediator between the goal orientations and performance. The hypotheses were tested using a diverse sample (N = 146) of Icelandic job applicants on their way to a job interview. No support for the hypotheses was found. Potential causes for the non-findings are identified and analyzed and the status of the goal orientation construct is discussed.
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    The Interactive Effects of Achievement Goals and Task Complexity on Effort, Mental Focus and Enjoyment
    Hafsteinsson, Leifur Geir (Virginia Tech, 2004-05-12)
    The popular construct of goal orientation has been widely researched by industrial and organizational psychologists in recent years. Unfortunately there are several issues with the goal orientation framework that have not been properly addressed in the literature. The present research introduced the three-dimensional achievement goal framework as a plausible and less problematic alternative to the three-dimensional goal orientation framework. Hypotheses regarding the interactive effects of each of the three achievement goals and task complexity on task enjoyment, mental focus and exerted effort, were derived and tested. The results indicated that the positive effects of mastery goals on the motivational variables are stronger for more complex tasks, the positive effects of performance-approach goals are stronger for simpler tasks, and the negative effects of performance-avoid goals are less severe for simpler tasks.