James W. Beck

State-level goal orientations as mediators of the relationship between time pressure and performance: A longitudinal study.

Goal orientations-the degree to which individuals are concerned with developing new skills, demonstrating already developed skills, and avoiding appearing foolish or incompetent-have been repeatedly shown to be important individual difference variables for performance across a range of contexts. In the current study, we identified perceptions of time pressure as a predictor of state goal orientations. Specifically, we posited that developing new skills may be conceived of as somewhat of a luxury-that is, mastery-oriented behaviors-are more likely to emerge when one is not under time pressure. On the other hand, when perceptions of time pressure increase, we expected individuals to be less willing to invest in development and instead to adopt more avoidant goals. Support for these predictions was found in a sample of undergraduate statistics students who were followed over the course of a 15-week academic semester. Specifically, perceptions of time pressure were negatively related to state mastery goal orientation and positively related to state performance-avoid goal orientation. Also, state goal orientations mediated the relationship between time pressure and performance. We conclude with a discussion of the implications of our results for motivational theory as well as how organizations can use the current results to mitigate the potentially detrimental effects of time pressure on performance.

Negative Relationships Between Self-Efficacy and Performance Can Be Adaptive The Mediating Role of Resource Allocation

This research speaks to the ongoing debate regarding the role of self-efficacy in self-regulation. Specifically, we argue that both positive and negative relationships between self-efficacy and resource allocation are part of an adaptive process. We present the results of two empirical studies demonstrating that a negative relationship between self-efficacy and resource allocation is not always maladaptive and, in fact, can lead to positive indirect effects on performance. In Study 1, we observed natural fluctuations in self-efficacy as individuals completed a mathematics test, finding that the tendency to reduce resource allocation with high self-efficacy is most clearly observed when time is scarce. In turn, an inverted-U relationship between resource allocation and overall performance under high time scarcity emerged such that moderate levels of resource allocation resulted in the highest levels of performance. Study 2 used an experimental design in which self-efficacy was manipulated. Replicating core findings from Study 1, individuals drew upon self-efficacy to balance resource allocation across competing demands. We conclude with a discussion of the theoretical and practical implications of our results.

Divergent effects of distance versus velocity disturbances on emotional experiences during goal pursuit

Disturbances are factors outside of a person’s control that influence goal progress. Although disturbances are typically included in theoretical accounts of goal pursuit, relatively little empirical research has explicitly considered the effects of disturbances on the goal-striving process. We address this gap in the literature by examining the effects that disturbances have on the emotional experience of goal pursuit. More importantly, we differentiate between distance disturbances (changes to the amount of progress made) and velocity disturbances (changes to the rate of progress made). We conducted 2 experiments (N = 62 and N = 134) in which participants completed work simulation tasks to earn a

Taken out of context? Cross-level effects of between-person self-efficacy and difficulty on the within-person relationship of self-efficacy with resource allocation and performance

5.00 reward. Partway through the experiment participants’ progress was inhibited by either a distance disturbance or a velocity disturbance. Importantly, the distance and velocity disturbances were equated in terms of their influence on the likelihood of obtaining the cash prize. In both studies the introduction of a disturbance decreased enthusiasm and increased frustration. However, over time the effects of distance and velocity disturbances on enthusiasm and frustration diverged. Specifically, the velocity disturbance had a more enduring effect on these emotions, relative to the distance disturbance. Downstream, in Study 1 enthusiasm positively predicted goal commitment. In Study 2 enthusiasm positively predicted goal commitment, effort, and task performance. Likewise, in Study 2 frustration negatively predicted goal commitment and task performance. Therefore, relative to distance disturbances, velocity disturbances appear to be more disruptive to goal pursuit. We discuss theoretical implications and practical implications for managing employee motivation.