From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

2010 ◽  
Vol 14 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Natalie Rusk ◽  
Fred Rothbaum
2019 ◽  
pp. 1-21
Author(s):  
Mahsa Esmaeilikia ◽  
Markus Groth

AbstractDrawing on goal orientation theory, in this study, we examine how an individual's motivational approach relates to the use of two common emotional labor strategies: surface acting and deep acting. In addition, we examine the role of self-efficacy as a mediating mechanism through which different goal orientations are related to different emotional labor strategies. To test our hypotheses, 262 U.S. full-time working adults from a variety of service occupations were surveyed. Consistent with the predictions of goal orientation theory, our results show that learning-oriented service employees tend to use deep acting, while performance-oriented service employees use both emotional labor strategies. Our findings also show that emotional labor self-efficacy plays a mediating role in the relationship between motivational approach and emotional labor strategy use.


2015 ◽  
Vol 6 ◽  
Author(s):  
Nektarios A. M. Stavrou ◽  
Maria Psychountaki ◽  
Emmanouil Georgiadis ◽  
Konstantinos Karteroliotis ◽  
Yannis Zervas

2006 ◽  
Vol 19 (2) ◽  
pp. 141-184 ◽  
Author(s):  
Avi Kaplan ◽  
Martin L. Maehr

2013 ◽  
Vol 2013 (1) ◽  
pp. 12284
Author(s):  
Melody Manchi Chao ◽  
Jiing-Lih Farh

2003 ◽  
Vol 96 (2) ◽  
pp. 403-413 ◽  
Author(s):  
Jin Yoo

This study was done to verify a prediction in achievement goal-orientation theory in a Korean physical education setting. It was hypothesized that the interactions of situationally induced motivational climates (Task and Ego) and perceived competence would differentially influence anxiety and performance in tennis classes. 60 undergraduate men were assigned to a Task-involving and an Ego-involving program in tennis classes for 6 wk. Their perceptions of motivation climates and tennis competence were measured after the first 3 wk., and anxiety responses (cognitive and somatic) and tennis skill performance were evaluated every week over the second 3 wk. of the class. Analysis showed in Task-involving condition students decreased anxiety responses and increased tennis performance, whereas Ego-involving students who had low perception of their tennis competence maintained their anxiety responses and decreased their tennis performance. These results support the hypotheses and the predictions of goal-orientation theory and suggested practical application of the goal-orientation theory in Korea could be explored.


2020 ◽  
Vol 55 (1) ◽  
pp. 101019 ◽  
Author(s):  
Anne Domurath ◽  
Nicole Coviello ◽  
Holger Patzelt ◽  
Benjamin Ganal

Sign in / Sign up

Export Citation Format

Share Document