Thesis Title

Goal Framing Effects on Subordinate Goal Processes

Date of Graduation

Spring 2006

Degree

Master of Science in Psychology

Department

Psychology

Committee Chair

Thomas Kane

Keywords

goal framing, goal orientation, goal revision, commitment, relevance, specificity, distal, proximal

Subject Categories

Psychology

Abstract

This study examined factors that affect quality proximal goals set for academic achievement. Distal or overarching variables are proposed to frame the way that students think about proximal goals. Goal-orientation and types of long-term goals set were proposed to impact the quality of proximal goals and commitment to those goals. The relevance and specificity of the long-term goals and learning goals orientation (LGO) were hypothesized to influence the difficulty of more proximal goals and commitment to those goals. In contrast, performance goal orientation (PGO) was predicted to associate negatively with goal difficulty and commitment. One hundred fifty nine women and 79 men reported Act, exam scores, goal-orientation, career goals, goal commitment, and grade goals on four on-line questionnaires administered over the academic semester. Findings suggested that framing factors significantly affected goal difficulty and goal commitment at different stages of the student’s semester; however, framing factors appeared to be most relevant early in the semester prior to the students receiving feedback. These findings support the predicted role of framing factors for goal-setting.

Copyright

© Jenene N. Pulley

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Dissertation/Thesis

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