New Directions in Goal-Setting Theory

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

1,955 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b881dc699a0064011ce7ff07618a8d734c603c4a

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Soft Transport Policy Measures: Gaps in Knowledge (2011, background): “What should behaviour change goals look like? Research in several other areas (eg, health promotion and work performance) shows that specific and difficult goals lead to larger changes when compared with no goals or vague “do your best” goals (Locke and Latham 1990 , 2006 ).”
Organizational Aspirations, Reference Points, and Goals (2012, background): “These core properties include goal difficulty, goal complexity, goal commitment, goal framing, goal alignment or conflict (also mentioned by Fiegenbaum et al., 1996), and congruence with the organizational vision (Locke & Latham, 2002, 2006).”
The Motivating-Uncertainty Effect: Uncertainty Increases Resource Investment in the Process of Reward Pursuit (2015, positive): “Cognitive research on achievement motivation finds that tasks with a moderate level of uncertainty energize people and stimulate their motivation (Atkinson 1957; Brehm and Self 1989; Brehm et al. 1983; Locke and Latham 2006).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “The individuals’ commitment towards their goal; the feedback they receive for their action; the complexity of the activity they perform; and the situational constraints that relate to their tasks, such as time limit or role overload [24,45,46].”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, background): “According to this theory, specific and difficult goals lead to increased task performance when the person is committed to the goal, has sufficient ability, and does not have conflicting goals (for a review, see Locke & Latham, 2006).”
Career Decision Making and Intention: a Study of Hospitality Undergraduate Students (2010, background): “Outcome expectations affect choice goal behavior directly (Lent el al., 1994), are predictors of career exploration intentions (Betz & Voyten, 1997), and play a role in motivating human behavior (Locke & Latham, 2002).”
Self-Regulatory Processes Mediating Between Career Calling and Perceived Employability and Life Satisfaction in Emerging Adults (2015, positive): “Motivation and actions, which are reflected in self-regulatory and goal adjustment strategies, are stimulated by perceived discrepancies between future goals and current behaviours or situations (i.e., stimulated by goal-behaviour discrepancies; Bandura, 1991; Locke & Latham, 2006).”
The Socio-Demographic and Psychological Predictors of Residential Energy Consumption: A Comprehensive Review (2015, background): “Most modern theories define motivation as the process that shapes the intensity, direction and persistence of effort that a person allocates toward achieving a particular goal or desired end state [105–111].”
Target Setting in Tournaments: Theory and Evidence from China (2018, positive): “(6)A consensus has emerged in the psychology literature that goal-setting improves organizational performance through psychological processes such as directing attention, mobilizing effort, increasing persistence, and motivating strategy development (Locke and Latham, 2006).”
Toward a Better Understanding of the Relationship Between Transformational Leadership, Public Service Motivation, Mission Valence, and Employee Performance (2014, background): “In the goal setting theory, the goal–performance relationship is the strongest when goal commitment is high (Locke & Latham, 2002, 2006).”
Testing a Calling Model of Psychological Career Success in Australian Young Adults: A Longitudinal Study (2014, background): “These processes are applied by individuals to reduce inconsistencies between their current situation and the situation they want to be in (Locke & Latham, 2006), and act as crucial driving forces in the goal-outcome relation (Kanfer & Heggestad, 1997; Locke & Latham, 1990).”
Goals Gone Wild: The Systematic Side Effects of Overprescribing Goal Setting (2009, background): “and challenging. Countless studies (see Locke & Latham, 2002, 2006 ) find that specific,”
A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, background): “Moreover, the Marzouk et al. approach suggests the importance of setting so-called SMART (speciﬁc, measurable, achievable, relevant, and time-bound) goals that can increase student motivation while maintaining their autonomy [28], [78], [79].”