| dc.contributor.advisor | Mumford, Michael | |
| dc.contributor.author | Fichtel, Mark | |
| dc.date.accessioned | 2020-12-15T22:45:58Z | |
| dc.date.available | 2020-12-15T22:45:58Z | |
| dc.date.issued | 2020-12-18 | |
| dc.identifier.uri | https://hdl.handle.net/11244/326621 | |
| dc.description.abstract | Goal-setting theory is perhaps one of the most successful theories of motivation and performance that has been practically applied. However research has given little consideration to how individuals analyze goals that are set for them by someone else. In this study, 192 undergraduate participants took on the role of a principal during an educational leadership task. Participants were randomly assigned to conditions of training in goal analysis strategies, increased task complexity, and increased pressure. Findings indicate that training in goal analysis is beneficial when working through low complexity tasks – an effect that is accentuated under conditions of pressure. The implications of these findings as well as avenues for future research are discussed.
Keywords: leadership, goal analysis, task complexity, problem-solving | en_US |
| dc.language | en_US | en_US |
| dc.subject | leadership | en_US |
| dc.subject | goal analysis | en_US |
| dc.subject | task complexity | en_US |
| dc.subject | problem-solving | en_US |
| dc.title | Goal analysis training: Contextual influences on leadership performance | en_US |
| dc.contributor.committeeMember | Connelly, Shane | |
| dc.contributor.committeeMember | Mendoza, Jorge | |
| dc.date.manuscript | 2020-11-20 | |
| dc.thesis.degree | Master of Science | en_US |
| ou.group | College of Arts and Sciences::Department of Psychology | en_US |
| shareok.orcid | 0000-0002-9200-9488 | en_US |
