The Dynamic Effects of Subconscious Goal Pursuit on Resource Allocation, Task Performance, and Goal Abandonment

We test two potential boundary conditions for the effects of subconscious goals—the nature of the goal that is activated (achievement vs. underachievement) and conscious goal striving. Subconscious achievement goals increase the amount of time devoted to skill acquisition, and this increase in resource allocation leads to higher performance when conscious goals are neutral. However, specific conscious goals undermine the performance benefits of subconscious achievement goals. Subconscious underachievement goals cause individuals to abandon goal pursuit and this effect is mediated by task performance. Difficult conscious goals neutralize the detrimental effects of subconscious underachievement goals but only if implemented before performance is undermined. Overall, these results suggest that subconscious achievement goals facilitate task performance, subconscious underachievement goals trigger goal abandonment, and difficult conscious goals moderate these effects depending on the level of resource allocation and timing of goal implementation

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 262 model (Elliot & McGregor, 2001), measuring the participants’ own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 262 model. The participants (n¼138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues’ findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on selfhandicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences -- or stakes -- for student performance. The theory of action implied by this accountability program is that the pressure of high-stakes testing will increase student achievement. But this study finds that pressure created by high-stakes testing has had almost no important influence on student academic performance

Schools, School Quality and Academic Achievement: Evidence from the Philippines

A broad literature seeks to assess the importance of schools, proxies for school quality, and family background on children's achievement growth using the education production function. Using rich data from the Philippines, we introduce and estimate a model that imposes little structure on the relationship between intake achievement and follow-up achievement and evaluate school performance based on this estimated relationship. Our methods nest typical value added specifications that use test score gains as the outcome variable and models assuming linearity in the relationship between intake and follow-up scores. We find evidence against the use of value-added models for our data and show that such models give very different assessments of school performance in the Philippines. Using a variety of tests we find that schools matter in the production of student achievement, though variation in performance across schools only explain about 6 percent of the total (conditional) variation in follow-up achievement. Schools providing basic facilities - in particular schools providing electricity - are found to perform much better in the production of achievement growth.

The magnitude of educational disadvantage amongst indigenous minority groups in Australia.

Indigenous groups are amongst the most disadvantaged minority groups in the developed world. This paper examines the educational disadvantage of indigenous Australians by assessing academic performance at a relatively early age. We find that, by the age of 10, indigenous Australians are substantially behind non-indigenous Australians in academic achievement. Their relative performance deteriorates further over the next 2 years. School and locality do not appear to be important determinants of the indigenous to non-indigenous achievement gap. However, geographic remoteness, indigenous ethnicity and language use at home have a marked influence on educational achievement. A current focus of Australian indigenous policy is to increase school resources. Our results suggest that this will not eliminate indigenous educational disadvantage on its own

Cross-Country Evidence on Teacher Performance Pay

The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement micro data, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments.PISA, teacher performance pay, international, student achievement

Factors Influencing Individual Performance in an Indonesian Government Office

Reformation in Indonesian government offices leads to many substantial changes, and demands improved job performances while arguably loading employees with more work. This research aims to understand factors that potentially influence job performance in Indonesian government offices that carries on such reformation. Using adapted scales from previous studies, this research investigates the role of workload, responsibility for others (level of responsibility to care for other people) and need for achievement on employee’s performance.  A survey to all full-time workers in an Indonesian government office is conducted. Contrary to expectation, workload does not influence employee’s performance. Instead, regression analysis demonstrates that, employee’s need for achievement and responsibility for others are significant factors affecting individual performance. These results are important because they highlight the significance of need for achievement for the success of reformation in this office, and by extension for reformation in Indonesia. The results are also interesting because this is the first study that points out to the role of responsibility for others in influencing individual performance in Indonesia which is characterized by collectivistic culture. This paper discusses the contributions of these results for theory and practice. &nbsp

Perfectionism and achievement goals in young Finnish ice-hockey players aspiring to make the Under-16 national team

Research on perfectionism suggests that is it useful to differentiate between perfectionistic strivings and perfectionistic concerns. Regarding the 2 x 2 achievement goal framework, the usefulness of this differentiation was recently demonstrated in a study with university student athletes (Stoeber, Stoll, Pescheck, & Otto, 2008, Study 2), in which it was found that perfectionistic strivings were associated with mastery-approach and performance-approach goals and perfectionistic concerns with mastery-avoidance, performance-approach, and performance-avoidance goals. Because the study was largely exploratory and only used non-elite athletes, the aim of the present research was to replicate and extend these findings by investigating a sample of 138 young, elite ice-hockey players, while adding further measures of perfectionism and using structural equation modelling (SEM) to confirm the relationships between perfectionistic strivings, perfectionistic concerns,and the 2 x 2 achievement goals. The SEM results showed that, in elite athletes also, perfectionistic strivings are associated with mastery-approach and performance-approach goals, whereas perfectionistic concerns are associated with masteryavoidance, performance-approach, and performance-avoidance goals. Our findings corroborate the importance of differentiating between perfectionistic strivings and perfectionistic concerns when studying perfectionism in sports, because only perfectionistic concerns (and not perfectionistic strivings) are associated with maladaptive patterns of achievement goals

ANTECEDENTS OF BUDGETARY PARTICIPATION: ENHANCING EMPLOYEES’ JOB PERFORMANCE

his research investigated the antecedent budgetary participation (need for achievement and work attitude), then assess the impact on employees’ job performance. The data were obtained using questionnaires that distributed to respondents. Seventy two respondents were chosen as samples and path analysis was used as techniques to analyze the data. The result of this research showed that need for achievement has significant positive association with budgetary participation. However, the result found that there is no significant association between work attitude and budgetary participation. Furthermore, the researcher found that budgetary participation had a significant positive association with job performance (e.i managerial performance). The researcher concludes that when employees have a higher need for achievement, they will tend to higher participation in budgetary process, and this condition will enhance employees’ job performance. Here, budgetary participation acted as mediating variable between need for achievement and job performance. Keywords: Need for achievement, work attitude, budgetary participation, job performance, path analysis

OLD AND NEW CONFIGURATIONS REGARDING THE CONCEPT OF ECONOMIC PERFORMANCE

The performance is generally known to be a special achievement in a field of activity. The measurement of performances represents a system of control techniques meant to make sure that the achievements from various centers of responsibility within the enterprise are in conformity with the norms established for each of them and to apply positive or negative sanctions if the achievements are sensitively off track from the selected norms. In the economic specialized literature, the performance is perceived in three different ways, respectively: performance - the strategic objectives’ achievement level; - defining performance depending on the creation of value; - efficiency versus efficacy in defining the performance. The performance of the enterprise is known nowadays under the name of sustainable development, a concept targeting the achievement of three objectives: - the growth of the enterprise’s financial performance; -the development of its surrounding environment’s efficacy; - the favoring of the social development.performance, economic performance, internal value, external value, sustainable development, efficiency, efficacy, enterprise.