Browsing by Subject "Goal (Psychology)"
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Item A Comparison of the Goal Striving Behavior of Delinquent and Non-Delinquent Adolescent Males in the District of Columbia(Texas Tech University, 1973-05) Erwin, Jeannie PNot Available.Item Aiding Attainment, System Stability, and Group Effectiveness(Texas Tech University, 1987-12) Stone, Nancy JSince a human group is a system, it is important to identify the components of the functioning group. These include: task type, characteristics of individual members, group structure, physical properties of the environment, and the behavior setting. Since all parts of a system are interrelated, a change in any one part can affect system stability. System stability, in turn, is expected to affect aiding attainment behaviors, and these to affect performance. A split-plot factorial design experiment was conducted to determine when aiding attainment behaviors are most likely to occur and when they are facilitative. Groups were either in a group (appropriate) or an individual (inappropriate) behavior support condition. Group members were either heterogeneous in ability (high, medium, low) or homogeneous (all medium). Group composition and behavior support had significant and additive effects on aiding attainment behavior. A distinction between active and passive aiding attainment behaviors was found. Active aiding attainment behaviors were significantly affected by behavior support; there was a greater amount of aiding attainment in the group behavior support. Neither group composition nor behavior support had a significant effect on passive aiding attainment behaviors. The correlations between passive aiding attainment behaviors and measures of performance indicate that passive aiding attainment behaviors may be more important in inappropriate behavior supports in order to alert other members of potential problems. That is, aiding attainment behaviors ought to help the group meet it's goals and to maintain balanced outcomes. Group composition was found to have a direct effect on the outcome variable, quality, over the third and fourth sessions. Finally, aiding attainment was correlated with quality over all conditions and sessions (r;(38) = .35, D < .05) .Item An analysis of the types of goals selected as most important and least important by adolescents(Texas Tech University, 1980-05) Perkins, Barbara LNot availableItem The effects of gender, year in school, plans to play professionally, and identity on student athletes' adoption of goal orientations in academics(2006) Creasy, Adam C.; Wicker, FrankItem Factors affecting group performance: an application of systems theory to flightcrew performance(Texas Tech University, 1987-12) Johnson, Jo Ann HamsherReviewers of group research have proposed the use of a systems model for aiding in the understanding of group processes (Hackman & Morris, 1975). According to systems theory, one must assess all of the relevant group input variables (e.g., member characteristics, group structure, and environment) in order to understand how they will impact upon the group process and ultimately upon the performance of the group. Recent investigations of flightcrew performance have suggested that while crewmembers are highly trained in their specific skills, there is a lack of coordination among members when an emergency situation arises; the result is poor group performance and possibly the loss of lives. Team Motivation (TM), or an individual's motivation to see the group achieve, was proposed as the relevant member characteristic in understanding crew coordination in flightcrews. TM scores have been used successfully to predict helping behavior in group members (Johnson, McDonald & George, 1984; Kesterson, 1986). Additional research on the TM concept has suggested that TM behavior can be shaped using appropriate training and feedback. The present experiment was designed to examine the relationship between Team Motivation, communication and group performance, and secondly to examine whether the motivation to achieve the group's goal could be increased with training. Two students and one confederate participated in a flight simulation game where students were assigned the roles of navigator and flight engineer. The confederate, serving as the pilot, followed only the directions given by crewmembers, thus creating a situation where crew coordination was necessary for the group to succeed. Students could opt to assist the pilot by supplying task-relevant communication, or continue to serve in their assigned role. Two blocks of trials were conducted with half of the groups receiving training/feedback between the two blocks. Results indicate that highly Team-Motivated groups were more productive than groups which were low in Team-Motivation. Additionally, high TM groups reported higher levels of satisfaction with their task. The training/feedback manipulation was not successful. This result was due to several factors. As hypothesized, the group process was defined as task-relevant communication, and it was proposed that groups which exhibited more task-relevant communication would have higher productivity. The assumption that quantity was the key appears to have been inaccurate. Rather, it is the timing or quality of the communication that seems to be of importance. Future researchers will need to be more aware of the criticality of the communication and take more direct measures (e.g., videotaping and using expert judges) before the impact of communication can be fully understood.Item Gurminder Thind's Portfolio(2012-08) Thind, Gurminder; Stodden, David; Collins, Perry L.; James, RussellThe portfolio is based on my experience at Texas Tech University as a graduate student. It describes in full detail all the obstacles and challenges I had to face while pursuing school and working with the football strength and conditioning program. Goal setting is very important to me, every decision I made during my time at Texas Tech University had a vision and purpose. This is described in full detail in the portfolio.Item The effects of software disruption on goal commitment, task self-efficacy, computer self-efficacy, and test performance in a computer-based instructional task(Texas Tech University, 2000-12) Lincecum, LeAnnThe societal value placed on the acquisition of computing skills is reflected by the increasing prevalence of computing technology in educational settings. Computers have purpose and value because they enable humans to accomplish valued tasks more efficiently. Since the computer decreased the amount of time to produce documents, management's expectations in terms of product output increased. The value of task outcomes and the time to complete tasks has remained constant, but external expectations and the rate of output has increased, resulting in both physical and psychological ramifications to the user. The stress placed on those dealing with technology on a daily basis is heightened when something goes wrong with the technology. The trend in higher education is leading towards more computer-based instructional environments. However, the effects of technology-related problems experienced by learners are generally unknown. Cognized goals within the context of Social Cognitive Theory are one of the most important cognitive motivators in learning. However, there is little research regarding learner goal commitment within the context of instructional design. Further there is little research on the effects of software disruptions on self-efficacy, goal commitment or performance in computer-based instruction. This study considered the effects of software disruptions on goal-directed behavior, computer self-efficacy, task self-efficacy and performance. The results of one-way multivariate analysis of variance failed to find statistically significant differences between the treatment groups with regard to the dependent variables of task self-efficacy, computer self-efficacy, goal commitment and test performance as a result of the software disruptions. Results indicate that participants were unaffected by the software disruptions. Supplemental one-way analysis of variance conducted on subscale measures of satisfaction, anxiety and frustration also failed to find significant differences between the treatment groups. While not statistically significant, there appeared to be differences in test performance between treatment group one and treatment groups two and three in that group one made more test performance gains on the second trial of the software program. Additionally, post-test goal commitment means for treatment group three, which experienced the longest disruption, dropped. Post-test goal commitment means for treatment groups one and two rose. Further research recommended includes studies to ascertain the effects of software disruptions adding time constraints and multiple disruption events to treatment conditions.Item The relationship between peak performance and motivation in college and high school baseball players(Texas Tech University, 1996-12) Magers, Jason GrantThe purpose of this study was to examine the relationship between peak performance and motivation. Subjects for this study consisted of 40 baseball players (21 high school & 19 college). Each subject completed the Sport Motivation Scale (SMS), followed by the Experience Questionnaire dhected towards an average performance, and finally, the Experience Questionnaire directed towards their best performance. Based on the difference score on the Experience Questionnaire directed towards their best performance and their average performance subjects were categorized as peak or nonpeak performers. For both high school and college basebaU players scores from the SMS, for intrinsic and extrinsic motivation, and scores from the Experience Questionnaire for the best performance for peak performers and non-peak performers were correlated. This resulted in four correlations for each group; the four correlation scores were (1) peak perfomiers best performance score and intrinsic motivation, (2) peak performers best performance score and extrinsic motivation, (3) non-peak performers best performance score and mtrinsic motivation, and (4) non-peak performers best performance score and extrinsic motivation. Finally, a coefficient of determination was calculated to determine to what extent the motivation scores influence performance scores. Results suggest that controlling and informational aspects of motivation such as scholarships, and skill level may play a role m the relationship between peak performance and motivation.