Goal Setting and Goal Orientation: An Integration of Two Different Yet Related Literatures

By G. Seijts, Gary P. Latham, Kevin Tasa, Brandon W. Latham. 2004

246 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3e0b92b657018b3b2b28401f31bb89e47ce584ba

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Citations in the corpus

From the Editors Publishing Laboratory Research in AMJ: A Question of When, Not If (2008, background): “For example, studies of individual and team performance have tracked a number of intervening mechanisms, including information search, information sharing, mental models, and transactive memory (Ellis, 2006; Johnson et al., 2006; Seijts et al., 2004).”
Learning orientation, organizational commitment and talent retention across generations (2008, background): “Various studies have investigated the outcomes of these two types of goal orientation, finding that learning goal orientation is positively connected to a higher motivation to learn (Colquitt and Simmering, 1998) and better training performance (Brett and VandeWalle, 1999), but also better task perf”
Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness (2015, background): “, 2007), and goals activated by situational cues can override personal preferences for learning and performance (Button et al., 1996; Seijts et al., 2004; VandeWalle & Cummings, 1997).”
The Effects of a Learning-Goal Orientation Training on Self-Regulation: A Field Experiment Among Unemployed Job Seekers (2013, background): “Researchers have used a variety of interventions to induce situational goal orientation, such as goal content (i.e., assigning or adopting learning goals, Barron & Harackiewicz, 2001; Seijts et al., 2004; Van Yperen, 2003), goal framing (i.”