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An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback

Yıl 2020, , 217 - 246, 27.03.2020
https://doi.org/10.26650/SP2019-0022

Öz

Goal setting and performance feedback are two important tools used to improve organizational effectiveness. The roles of these two variables in improving job/task performance have been investigated by numerous studies; however, there are still questions that need to be answered. The current study aims to investigate the effects of goal setting and performance feedback on a creativity task. The study hypotheses were tested using a 4 (assigned goal, primed goal, a combination of assigned and primed goals, and no goal) X 2 (performance feedback and no performance feedback) experimental design. The primed goal was manipulated with achievement suggesting photos. Task performance was measured twice, following Trial 1 and Trial 2. The difference between Trial 1 and Trial 2 performance scores was used as the dependent variable. The participants were 294 undergraduate students. The results showed significant goal setting and performance feedback main effects and a marginally significant interaction effect. The assigned goal and performance feedback improved performance more than did no goal and no-feedback conditions, respectively. However, the performance-enhancing effects of primed goals and the combination of assigned and primed goals were not more than simple practice effects. Regarding the marginally significant interaction, findings indicated that performance feedback is critical only when there is no goal in the system. The results did not support our expectation that using goal and performance feedback together would lead to the highest performance improvement. Consequently, this study is believed to have important implications as it yielded counterevidence concerning the expected effect of primed goals, additive effects of primed goals over assigned goals and complementary effects of goals and performance feedback in improving performance.

Kaynakça

  • Aarts, H., & Dijksterhuis, A. (2003). The silence of the library: Environmental, situational norm, and social behavior. Journal of Personality and Social Psychology, 84, 18–28. doi: 10.1037/00223514.84.1.18
  • Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of the effectiveness essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management, 21(1), 3–29. doi: 10.1300/J075v21n01_02
  • Bargh, J. A. (2006). What have we been priming all these years? On the development, mechanisms, and ecology of nonconscious social behavior. European Journal of Social Psychology, 36(2), 147–168. doi: 10.1002/ejsp.336
  • Bargh, J. A., & Chartrand, T. L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253-285). New York: Cambridge University Press.
  • Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality & Social Psychology, 71(2), 230–244. doi: 10.1037/0022-3514.71.2.230
  • Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Tröetschel, R. (2001). The automated will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81(6), 1014–1027. doi: 10.1037//0022-3514.81.6.1014
  • Bipp, T., & Kleingeld, A. (2018). Subconscious performance goals: Investigating the moderating effect of negative goal-discrepancy feedback, Human Performance, 31(5), 255–281. doi: 10.1080/08959285.2018.1531866
  • Bipp, T., Kleingeld, A., van Mierlo, H., & Kunde, W. (2017). The effect of subconscious achievement goals on academic performance. Journal of Experimental Education, 85, 469–485. doi:10.1080/0 0220973.2016.1252998
  • Bower, B. (2012). The hot and cold of priming: Psychologists are divided on whether unnoticed cues can influence behavior. Science News, 181(10), 26–29. doi:10.1002/scin.5591811025
  • Cianci, A. M., Schaubroeck, J. M., & McGill, G. A. (2010). Achievement goals, feedback, and task performance. Human Performance, 23(2), 131–154. doi:10.1080/08959281003621687
  • Doyen, S., Klein, O., Pichon, C. L., & Cleeremans, A. (2012) Behavioral Priming: It’s all in the mind, but whose mind? PLoS ONE, 7(1): e29081. doi:10.1371/journal.pone.0029081
  • Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and outcome feedback on the relation of goal setting to task performance. Academy of Management Journal, 33(1), 87–105. doi: 10.2307/256353
  • Eisele, P. (2012). Improving performance in groups: Effects of two different goal setting strategies and feedback on brainstorming performance. Baltic Journal of Psychology, 13(1, 2), 45–57.
  • Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments & Computers, 28, 1–11. doi:10.3758/BF032-03630
  • Faul, F., & Erdfelder, E. (1992). GPOWER: A priori -, post hoc-, and compromise power analyses for MS-DOS [Computer program]. Bonn, Germany: Bonn University.
  • Fishbach, A., Friedman, R. S., & Kruglanski, A. W. (2003). Leading us not unto temptation: Momentary allurements elicit overriding goal activation. Journal of Personality and Social Psychology, 84, 296–309. doi: 10.1037/0022-3514.84.2.296
  • Ganegoda, D. B., Latham, G. P., & Folger, R. (2016). The effect of a consciously set and a primed goal on fair behavior. Human Resource Management, 55(5), 789–807. doi:10.1002/hrm.21743
  • Harris, C. R., Coburn, N., Rohrer, D., & Pashle, H. (2013). Two failures to replicate high-performancegoal priming effects. PLOSone, 8(8), e72467. doi:10.1371/journal.pone.0072467
  • Ilgen, D. R., Fisher, C. D., & Taylor, S. M. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349–371. doi: 10.1307/0021-9010.64.4.349
  • Kahneman, D. (2012, September 26). A proposal to deal with questions about priming effects. Nature. Retrieved from: http://www.nature.com/polopoly_fs/7.6716.1349271308!/ suppinfoFile/ Kahneman%20Letter.pdf
  • Kawada, C. L. K., Oettingen, G., Gollwitzer, P. M., & Bargh, J. A. (2004). The projection of implicit and explicit goals. Journal of Personality and Social Psychology, 86(4), 545–559. doi: 10.1037/00223514.86.4.545
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi: 0033-2909/96
  • Kruglanski, A. W., Shah, J. Y., Fishbach, A., Friedman, R., Chun, W. Y., & Sleeth-Keppler, D. (2002). A theory of goal systems. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 331–378). San Diego, CA: Academic Press.
  • Lashley, K. S. (1951). The problem of serial order in behavior. In L. A. Jeffress (Ed.), Cerebral mechanisms in behavior (pp.112-131). New York: Wiley.
  • Latham, G. P., Brcic, J, & Steinhauer, A. (2017). Toward an integration of goal setting theory and the automaticity model. Applied Psychology: An International Review, 66(1), 25–48. doi: 10.1111/ apps.12087
  • Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal setting. European Psychologist, 12, 290–300. doi: 10.1027/1016-9040.12.4.290
  • Latham, G. P., & Piccolo, R. F. (2012). The effect of context-specific versus nonspecific subconscious goals on employee performance. Human Resource Management, 51(4), 511–523. doi: 10.1002/ hrm.21486
  • Latham, G. P., Stajkovic, A. D., & Locke, E. A. (2010). The relevance and viability of subconscious goals in the workplace. Journal of Management, 36(1), 234–255. doi: 10.1177/0149206309350777
  • Légal, J. B., Meyer, T., & Delouvée, S. (2007). Effect of compatibility between conscious goal and nonconscious priming on performance. Current Research in Social Psychology, 12(6), 80–90.
  • Locke, E. A. (1996). Motivation through conscious goal setting. Applied & Preventive Psychology, 5(2), 117–124. doi:10.1016/S0962-1849(96)80005-9
  • Locke, E. A., & Bryan, J. F. (1966). Cognitive aspects of psychomotor performance: The effects of performance goals on level of performance. Journal of Applied Psychology, 50(4), 286–291. doi: 10.1037/h0023550
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and work motivation: A 35 year odyssey. American Psychologist, 57(9), 705–717. doi:10.1037//0003066X.57.9.705
  • Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388–403. doi: 10.2307/20159050
  • Locke, E. A., & Latham, G. P. (2006). New directions in goal setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi: 10.1111/j.1467-8721.2006.00449.x
  • Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125–152. doi: 10.1037/0033-2909.90.1.125
  • Mento, A. J., Steel, R. P., & Karren, R. J. (1987). A meta-analytic study of the effects of goal setting on task performance: 1966-1984. Organizational Behavior and Human Decision Processes, 39(1), 52–83. doi:10.1016/0749-5978(87)90045-8
  • Mitchell, T. R, & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Comprehensive handbook of psychology: Industrial organizational psychology (pp. 225254). New York: Wiley.
  • Molden, D. C. (2014). Understanding priming effects in social psychology: An overview and integration. Social Cognition, 32, 243–249. doi: 10.1521/soco.2014.32.supp.243
  • Neubert, M. J. (1998). The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis. Human Performance, 11(4), 321–335. doi:10.1207/ s15327043hup1104_2
  • Rummler, G. A., & Brache, A. P. (1995). Improving performance: How to manage the white space on the organizational chart (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Schultheiss, O. C. (2008). Implicit motives. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 603–633). New York, NY: Guilford.
  • Seijts, G. H. & Latham, G. P. (2011). The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and commitment on performance in a business simulation. Human Performance, 24(3), 189–204. doi:10.1080/08959285.2011.580807
  • Shah, J. Y. (2005). The automatic pursuit and management of goals. Current Directions in Psychological Science, 14(1), 10–13. doi: 10.1111/j.0963-7214.2005.00325.x
  • Shantz, A., & Latham, G. P. (2009). An exploratory field experiment of the effect of subconscious and conscious goals on employee performance. Organizational Behavior and Human Decision Making Processes, 109, 9–17. doi:10.1016/j.obhdp.2009.01.001
  • Shantz, A., & Latham, G. P. (2011).The effect of primed goals on employee performance: Implications for human resource management. Human Resource Management, 50(2), 289–299. doi: 10.1002/ hrm.20418
  • Stajkovic, A. D., Locke, E. A., & Blair, E. S. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology, 91(5), 1172–1180. doi: 10.1037/0021-9010.91.5.1172
  • Stansfield, T. C., & Longenecker, C. O. (2006). The effects of goal setting and feedback on manufacturing productivity: A field experiment. International Journal of Productivity and Performance Management, 55(3/4), 346–358. doi: 10.1108/17410400610653273
  • Wegge, J., & Haslam, S. A. (2005). Improving work motivation and performance in brainstorming groups: The effects of three group goal-setting strategies. European Journal of Work and Organizational Psychology, 14(4), 400–430. doi: 10.1080/13594320500349961
  • Weingarten, E., Chen, Q, McAdams, M., Yi, J., Hepler, J, & Albarracin, D. (2016). From primed concepts to action: A meta-analysis of the behavioral effects of incidentally-presented words. Psychological Bulletin, 142(5), 472–497. doi:10.1037/bul0000030.
  • Wood, R. E., Mento, A. J., & Locke, E. A. (1987). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72(3), 416. doi:10.1037/0021-9010.72.3.416
  • Yearta, S. K., Maitlis, S., & Briner, R. B. (1995). An exploratory study of goal setting in theory and practice: A motivational technique that works? Journal of Occupational and Organizational Psychology, 68, 237–252. doi: 10.1111/j.2044-8325.1995.tb00584.x
  • Zdaniuk, A. & Bobocel, D. R. (2013). The automatic activation of (un)fairness behavior in organizations. Human Resources Management Review, 23(3), 254–265.

Atanmış ve Uyandırılmış Hedeflerin İlave Etkileri ve Performans Geribildirimi ile Etkileşimleri Üzerine Deneysel Bir Araştırma

Yıl 2020, , 217 - 246, 27.03.2020
https://doi.org/10.26650/SP2019-0022

Öz

Hedef belirleme ve performans geribildirimi, örgütsel etkililiği artırmak için kullanılan iki önemli araç olarak değerlendirilmektedir. Bu iki değişkenin iş/görev performansını artırmadaki rolü çok sayıda çalışma tarafından araştırılmıştır; ancak bu konuda hala cevaplanması gereken sorular bulunmaktadır. Mevcut çalışma temel olarak hedef belirleme ve performans geribildiriminin bir yaratıcılık görevi üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışma hipotezleri, 4 (atanmış hedef, uyandırılmış hedef, atanmış ve uyandırılmış hedef bir arada ve hedef yok) X 2 (performans geribildirimi ve performans geribildirimi yok) deneysel deseni kullanılarak test edilmiştir. Hedef uyandırma, başarı duygusu ima eden fotoğraflar kullanılması yoluyla yapılmıştır. Görev performansı, Ölçüm 1 ve Ölçüm 2 olmak üzere iki kez ölçülmüştür. Ölçüm 1 ve Ölçüm 2 performans değerleri arasındaki fark bağımlı değişken olarak ele alınmıştır. Çalışmanın katılımcıları 294 lisans öğrencisinden oluşmaktadır. Bulgular, anlamlı düzeyde hedef belirleme ve performans geribildirimi temel etkileri ile marjinal düzeyde anlamlı etkileşim etkisine işaret etmiştir. Atanmış hedef ve performans geribildirimi, görev performansını sırasıyla hedef ve geribildirim olmayan koşullardan daha fazla yükseltmiştir. Ancak, uyandırılmış hedef ile uyandırılmış ve atanmış hedeflerin bir arada sağlandığı koşulların performans artırıcı etkilerinin basit uygulama etkisinin ötesine geçemediği görülmüştür. Marjinal düzeyde anlamlı bulunan hedef belirleme ve geribildirim etkileşimine dair bulgular, performans geribildiriminin sadece sistemde hedef belirleme olmadığında kritik olduğunu göstermiştir. Bulgular, hedef belirleme ve performans geribildirimlerini birlikte kullanmanın en yüksek performans artışını sağlayacağı yönündeki beklentimizi desteklememiştir. Sonuç olarak mevcut çalışma görev performansı artırılmasında, uyandırılmış hedefler, uyandırılmış hedefler ile atanmış hedeflerin bir arada sağlanması ve hedef belirleme ile performans geribildiriminin tamamlayıcı etkileri konusunda karşı kanıt sunması bakımından alanyazına katkı sağlamaktadır.

Kaynakça

  • Aarts, H., & Dijksterhuis, A. (2003). The silence of the library: Environmental, situational norm, and social behavior. Journal of Personality and Social Psychology, 84, 18–28. doi: 10.1037/00223514.84.1.18
  • Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of the effectiveness essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management, 21(1), 3–29. doi: 10.1300/J075v21n01_02
  • Bargh, J. A. (2006). What have we been priming all these years? On the development, mechanisms, and ecology of nonconscious social behavior. European Journal of Social Psychology, 36(2), 147–168. doi: 10.1002/ejsp.336
  • Bargh, J. A., & Chartrand, T. L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253-285). New York: Cambridge University Press.
  • Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality & Social Psychology, 71(2), 230–244. doi: 10.1037/0022-3514.71.2.230
  • Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Tröetschel, R. (2001). The automated will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81(6), 1014–1027. doi: 10.1037//0022-3514.81.6.1014
  • Bipp, T., & Kleingeld, A. (2018). Subconscious performance goals: Investigating the moderating effect of negative goal-discrepancy feedback, Human Performance, 31(5), 255–281. doi: 10.1080/08959285.2018.1531866
  • Bipp, T., Kleingeld, A., van Mierlo, H., & Kunde, W. (2017). The effect of subconscious achievement goals on academic performance. Journal of Experimental Education, 85, 469–485. doi:10.1080/0 0220973.2016.1252998
  • Bower, B. (2012). The hot and cold of priming: Psychologists are divided on whether unnoticed cues can influence behavior. Science News, 181(10), 26–29. doi:10.1002/scin.5591811025
  • Cianci, A. M., Schaubroeck, J. M., & McGill, G. A. (2010). Achievement goals, feedback, and task performance. Human Performance, 23(2), 131–154. doi:10.1080/08959281003621687
  • Doyen, S., Klein, O., Pichon, C. L., & Cleeremans, A. (2012) Behavioral Priming: It’s all in the mind, but whose mind? PLoS ONE, 7(1): e29081. doi:10.1371/journal.pone.0029081
  • Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and outcome feedback on the relation of goal setting to task performance. Academy of Management Journal, 33(1), 87–105. doi: 10.2307/256353
  • Eisele, P. (2012). Improving performance in groups: Effects of two different goal setting strategies and feedback on brainstorming performance. Baltic Journal of Psychology, 13(1, 2), 45–57.
  • Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments & Computers, 28, 1–11. doi:10.3758/BF032-03630
  • Faul, F., & Erdfelder, E. (1992). GPOWER: A priori -, post hoc-, and compromise power analyses for MS-DOS [Computer program]. Bonn, Germany: Bonn University.
  • Fishbach, A., Friedman, R. S., & Kruglanski, A. W. (2003). Leading us not unto temptation: Momentary allurements elicit overriding goal activation. Journal of Personality and Social Psychology, 84, 296–309. doi: 10.1037/0022-3514.84.2.296
  • Ganegoda, D. B., Latham, G. P., & Folger, R. (2016). The effect of a consciously set and a primed goal on fair behavior. Human Resource Management, 55(5), 789–807. doi:10.1002/hrm.21743
  • Harris, C. R., Coburn, N., Rohrer, D., & Pashle, H. (2013). Two failures to replicate high-performancegoal priming effects. PLOSone, 8(8), e72467. doi:10.1371/journal.pone.0072467
  • Ilgen, D. R., Fisher, C. D., & Taylor, S. M. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349–371. doi: 10.1307/0021-9010.64.4.349
  • Kahneman, D. (2012, September 26). A proposal to deal with questions about priming effects. Nature. Retrieved from: http://www.nature.com/polopoly_fs/7.6716.1349271308!/ suppinfoFile/ Kahneman%20Letter.pdf
  • Kawada, C. L. K., Oettingen, G., Gollwitzer, P. M., & Bargh, J. A. (2004). The projection of implicit and explicit goals. Journal of Personality and Social Psychology, 86(4), 545–559. doi: 10.1037/00223514.86.4.545
  • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi: 0033-2909/96
  • Kruglanski, A. W., Shah, J. Y., Fishbach, A., Friedman, R., Chun, W. Y., & Sleeth-Keppler, D. (2002). A theory of goal systems. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 331–378). San Diego, CA: Academic Press.
  • Lashley, K. S. (1951). The problem of serial order in behavior. In L. A. Jeffress (Ed.), Cerebral mechanisms in behavior (pp.112-131). New York: Wiley.
  • Latham, G. P., Brcic, J, & Steinhauer, A. (2017). Toward an integration of goal setting theory and the automaticity model. Applied Psychology: An International Review, 66(1), 25–48. doi: 10.1111/ apps.12087
  • Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal setting. European Psychologist, 12, 290–300. doi: 10.1027/1016-9040.12.4.290
  • Latham, G. P., & Piccolo, R. F. (2012). The effect of context-specific versus nonspecific subconscious goals on employee performance. Human Resource Management, 51(4), 511–523. doi: 10.1002/ hrm.21486
  • Latham, G. P., Stajkovic, A. D., & Locke, E. A. (2010). The relevance and viability of subconscious goals in the workplace. Journal of Management, 36(1), 234–255. doi: 10.1177/0149206309350777
  • Légal, J. B., Meyer, T., & Delouvée, S. (2007). Effect of compatibility between conscious goal and nonconscious priming on performance. Current Research in Social Psychology, 12(6), 80–90.
  • Locke, E. A. (1996). Motivation through conscious goal setting. Applied & Preventive Psychology, 5(2), 117–124. doi:10.1016/S0962-1849(96)80005-9
  • Locke, E. A., & Bryan, J. F. (1966). Cognitive aspects of psychomotor performance: The effects of performance goals on level of performance. Journal of Applied Psychology, 50(4), 286–291. doi: 10.1037/h0023550
  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and work motivation: A 35 year odyssey. American Psychologist, 57(9), 705–717. doi:10.1037//0003066X.57.9.705
  • Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388–403. doi: 10.2307/20159050
  • Locke, E. A., & Latham, G. P. (2006). New directions in goal setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi: 10.1111/j.1467-8721.2006.00449.x
  • Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125–152. doi: 10.1037/0033-2909.90.1.125
  • Mento, A. J., Steel, R. P., & Karren, R. J. (1987). A meta-analytic study of the effects of goal setting on task performance: 1966-1984. Organizational Behavior and Human Decision Processes, 39(1), 52–83. doi:10.1016/0749-5978(87)90045-8
  • Mitchell, T. R, & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Comprehensive handbook of psychology: Industrial organizational psychology (pp. 225254). New York: Wiley.
  • Molden, D. C. (2014). Understanding priming effects in social psychology: An overview and integration. Social Cognition, 32, 243–249. doi: 10.1521/soco.2014.32.supp.243
  • Neubert, M. J. (1998). The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis. Human Performance, 11(4), 321–335. doi:10.1207/ s15327043hup1104_2
  • Rummler, G. A., & Brache, A. P. (1995). Improving performance: How to manage the white space on the organizational chart (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Schultheiss, O. C. (2008). Implicit motives. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 603–633). New York, NY: Guilford.
  • Seijts, G. H. & Latham, G. P. (2011). The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and commitment on performance in a business simulation. Human Performance, 24(3), 189–204. doi:10.1080/08959285.2011.580807
  • Shah, J. Y. (2005). The automatic pursuit and management of goals. Current Directions in Psychological Science, 14(1), 10–13. doi: 10.1111/j.0963-7214.2005.00325.x
  • Shantz, A., & Latham, G. P. (2009). An exploratory field experiment of the effect of subconscious and conscious goals on employee performance. Organizational Behavior and Human Decision Making Processes, 109, 9–17. doi:10.1016/j.obhdp.2009.01.001
  • Shantz, A., & Latham, G. P. (2011).The effect of primed goals on employee performance: Implications for human resource management. Human Resource Management, 50(2), 289–299. doi: 10.1002/ hrm.20418
  • Stajkovic, A. D., Locke, E. A., & Blair, E. S. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology, 91(5), 1172–1180. doi: 10.1037/0021-9010.91.5.1172
  • Stansfield, T. C., & Longenecker, C. O. (2006). The effects of goal setting and feedback on manufacturing productivity: A field experiment. International Journal of Productivity and Performance Management, 55(3/4), 346–358. doi: 10.1108/17410400610653273
  • Wegge, J., & Haslam, S. A. (2005). Improving work motivation and performance in brainstorming groups: The effects of three group goal-setting strategies. European Journal of Work and Organizational Psychology, 14(4), 400–430. doi: 10.1080/13594320500349961
  • Weingarten, E., Chen, Q, McAdams, M., Yi, J., Hepler, J, & Albarracin, D. (2016). From primed concepts to action: A meta-analysis of the behavioral effects of incidentally-presented words. Psychological Bulletin, 142(5), 472–497. doi:10.1037/bul0000030.
  • Wood, R. E., Mento, A. J., & Locke, E. A. (1987). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72(3), 416. doi:10.1037/0021-9010.72.3.416
  • Yearta, S. K., Maitlis, S., & Briner, R. B. (1995). An exploratory study of goal setting in theory and practice: A motivational technique that works? Journal of Occupational and Organizational Psychology, 68, 237–252. doi: 10.1111/j.2044-8325.1995.tb00584.x
  • Zdaniuk, A. & Bobocel, D. R. (2013). The automatic activation of (un)fairness behavior in organizations. Human Resources Management Review, 23(3), 254–265.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Ümran Yüce Selvi Bu kişi benim 0000-0001-7435-7510

H. Canan Sümer Bu kişi benim 0000-0001-5896-7896

Yayımlanma Tarihi 27 Mart 2020
Gönderilme Tarihi 20 Mart 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Yüce Selvi, Ü., & Sümer, H. C. (2020). An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback. Studies in Psychology, 40(1), 217-246. https://doi.org/10.26650/SP2019-0022
AMA Yüce Selvi Ü, Sümer HC. An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback. Studies in Psychology. Mart 2020;40(1):217-246. doi:10.26650/SP2019-0022
Chicago Yüce Selvi, Ümran, ve H. Canan Sümer. “An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction With Performance Feedback”. Studies in Psychology 40, sy. 1 (Mart 2020): 217-46. https://doi.org/10.26650/SP2019-0022.
EndNote Yüce Selvi Ü, Sümer HC (01 Mart 2020) An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback. Studies in Psychology 40 1 217–246.
IEEE Ü. Yüce Selvi ve H. C. Sümer, “An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback”, Studies in Psychology, c. 40, sy. 1, ss. 217–246, 2020, doi: 10.26650/SP2019-0022.
ISNAD Yüce Selvi, Ümran - Sümer, H. Canan. “An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction With Performance Feedback”. Studies in Psychology 40/1 (Mart 2020), 217-246. https://doi.org/10.26650/SP2019-0022.
JAMA Yüce Selvi Ü, Sümer HC. An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback. Studies in Psychology. 2020;40:217–246.
MLA Yüce Selvi, Ümran ve H. Canan Sümer. “An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction With Performance Feedback”. Studies in Psychology, c. 40, sy. 1, 2020, ss. 217-46, doi:10.26650/SP2019-0022.
Vancouver Yüce Selvi Ü, Sümer HC. An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback. Studies in Psychology. 2020;40(1):217-46.

Psikoloji Çalışmaları / Studies In Psychology / ISSN- 1304-4680