Enhancing the Benefits and Overcoming the Pitfalls of Goal Setting

By Gary P. Latham, Edwin A. Locke. 2006

338 citations recorded by the source corpus.

Subfields: Clinical Psychology, Occupational Therapy, Social Psychology

View Paper: https://www.semanticscholar.org/paper/51993c7f16da540ec29daa8b3c46b34aa7bc4c66

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In Clinical Psychology

In Occupational Therapy

In Social Psychology

Citations in the corpus

Supervisors' exceedingly difficult goals and abusive supervision: The mediating effects of hindrance stress, anger, and anxiety (2014, neutral): “Goal-setting theory acknowledges that difficult goals may increase stress (Locke & Latham, 1990; Latham & Locke, 2006).”
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types (2008, background): “…found that the direction-setting role of the leader had more direct impact on student outcomes than any of the other six dimensions of leadership on which data were available.4 A long tradition of research in social psychology helps explain why goal setting is so powerful (Latham & Locke, 2006).”
Has Goal Setting Gone Wild, or Have Its Attackers Abandoned Good Scholarship? (2009, background): “Ordóñez et al. do cite a more recent article written by Latham and Locke (2006) for practitioners on the potential pitfalls of goal setting.”
Creating individual and organizational readiness for change: conceptualization of system readiness for change in school education (2020, background): “Finding ways to push our abilities increases knowledge and skills while enhancing self-efficacy and self-confidence (Latham & Locke, 2006).”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “…setting is strongly related to expenditure of effort and that individuals with specific and challenging goals persist longer at a task than individuals with easy and vague goals provided the goals are attainable (Latham and Locke, 2006, 2007); effect sizes in meta-analyses ranged from .42 to .80.”
Entrepreneurial Passion as Mediator of the Self–Efficacy to Persistence Relationship (2015, methodology): “Prior research has found evidence that self-efficacy has a strong relationship with persistence (Bandura, 1991; Latham & Locke, 2006; Shane et al., 2003; Wu et al., 2007), but given that entrepreneurial passion has also been suggested to have an influence on engaged goal pursuit (Cardon et al.,…”
The Leadership of the Improvement Teaching and Learning: Lessons from Initiatives with Positive Outcomes for Students (2007, background): “People can become committed to goals that they others have set, as long as they believe they are important and have the capacity to achieve them ( Latham & Locke, 2006 ).”
External mandates and instructional leadership: school leaders as mediating agents (2012, background): “Teacher commitment to the pursuit of ambitious goals requires teachers to believe that the goals are important and that they have the capacity to achieve them (Latham and Locke, 2006; Locke and Latham, 1990).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “From the perspective of psychological goal-setting theory, goal setting is first and foremost a discrepancy-creating process; goals create constructive discontent with a person’s present performance (Latham & Locke, 2006).”
Improving Teacher Feedback During Active Learning (2014, background): “In their extensive review of the literature regarding goal setting, Latham and Locke (2006) found numerous studies that have shown that setting specific goals is important for increasing individuals’ performances.”
New developments in and directions for goal-setting research. (2007, background): “They may, nevertheless, persist in pursuing such goals because their self-worth (self-esteem) is contingent upon goal attainment (Latham & Locke, 2006).”
Promoting professional inquiry for improved outcomes for students in New Zealand (2009, background): “Latham and Locke ( 2006 ) identified that it is the development of constructive discontent through identifying a problem to solve that motivates persistent goal‐relevant and self‐regulatory behavior.”