week 3

Question 1

goals

Answer 1

Our goals are the object or the aim of our action/ can directly or indirectly influence behaviour

Question 2

how do goals directly influence behaviour

Answer 2

by focusing attention on key elements of the task, increasing motivation and persistence and facilitating the development of new learning strategies

Question 3

how do goals indirectly influence behaviour

Answer 3

Goals indirectly influence behaviour by causing changes in psychological factors – self-confidence, anxiety and satisfaction

Question 4

criticisms of goals

Answer 4

overly linear/ restrictive process/ typically focus on issues that may be easy to measure but are of little real importance (Clutterbuck, 2008 , 2010)

Question 5

significance of goals

Answer 5

gives a sense of direction/ statistically significant relationship between the process of setting goals and language achievement (Moeller et al., 2012)

Question 6

effective goals must be…

Answer 6

1. conceivable
2. specific
3. align with highest values
4. achievable
5. measurable
6. controllable
7. singleness of purpose
8. written down
9. reviewed every day

Question 7

SMARTER goals

Answer 7

S – Specific
M – Measurable
A – Actionable
R – Realistic
T – Time-bound
E – Evaluative/ethical
R – Rewarding

Question 8

criticisms of SMARTER goals

Answer 8

stifled the development of a more sophisticated understanding and use of goal theory within the coaching community

Question 9

types of goals

Answer 9

process goals
performance goals
outcome goals
distal goals
proximal goals

Question 10

Process goals

Answer 10

Specific actions or ‘processes’ of performing. E.g., aiming to study for 2 hours after dinner every day. Process goals are 100% controllable by the individual

Question 11

Performance goals

Answer 11

Based on personal standard. E.g., aiming to achieve a 3.5 GPA. Personal goals are mostly controllable

Question 12

Outcome goals

Answer 12

Based on winning/achieving. E.g., landing job at a particular place of employment you wanted. Outcome goals are very difficult to control because of other outside influences

Question 13

Distal goals

Answer 13

Distal goals are longer term goals and are similar to the vision statements often referred to in business or the “broad fuzzy vision” in life-coaching

Question 14

Proximal goals

Answer 14

Distal goals are longer term goals and are similar to the vision statements often referred to in business or management literature or the “broad fuzzy vision” referred to in the life-coaching literature
▪Proximal goals are shorter term and tend to stimulate more detailed planning than distal goals

Question 15

common problems in goal setting

Answer 15

Convincing individuals of the importance of setting goals/ Failing to set specific goals/ Setting too many goals too soon/ Failing to adjust goals/ Failing to set performance and process goals

Question 16

how to use your brain to attain your goal

Answer 16

1. turn your goal into a habit
2. change your environment
3. use dopamine to your advantage
4. don’t tell anyone about your goals

Question 17

Describe the role of the dorsal lateral striatum (DLS) in goal forming.

Answer 17

The DLS is necessary for habitual actions and is involved in habit formation in the human brain.

Question 18

Define the role of endocannabinoids in habit formation.

Answer 18

Endocannabinoids, responsible for modulating appetite, memory, mood, and psychoactive effects, have been implicated in habit formation.

Question 19

Define the intention-behavior gap

Answer 19

The intention-behavior gap refers to the disparity between stated intentions and actual behavior, which widened when intentions were made public.

Question 20

Describe the impact making intentions public according to study.

Answer 20

intentions public led to a wider intention-behavior gap, resulting in less time pursuing the stated activities.

Question 21

Describe the impact of environmental cues on habit formation.

Answer 21

Environmental cues are essential for habit formation, as they connect specific situations with particular environments, influencing behavior and habits.

Question 22

Locke and Latham’s (1990), five goal setting principles that can improve our chances of success

Answer 22

1. Clarity
2. Challenge
3. Feedback
4. Task complexity

Question 23

Describe Locke and Latham’s principle of clarity in goal setting.

Answer 23

Setting clear and specific goals eliminates confusion and increases the chances of success.

Question 24

What is the importance of setting challenging goals according to Locke and Latham?

Answer 24

Challenging goals stretch the mind and encourage thinking bigger, but they should also be realistic to be achievable.

Question 25

How does feedback contribute to goal setting according to Locke and Latham?

Answer 25

Feedback on progress helps clarify expectations and the plan of action for achieving the goal.

Question 26

How does task complexity play a role in goal setting based on Locke and Latham’s principles?

Answer 26

It’s important to consider the complexity of goals to ensure they are challenging but not overwhelming.

Question 27

Describe the directive function of goals according Locke and Latham2002).

Answer 27

Goals serve a directive function by directing attention and effort toward goal-re activities and away from goal-irrelevant activities.

Question 28

Describe the indirect action of goals according to Locke and Latham (2002).

Answer 28

Goals affect action indirectly by leading to the arousal, discovery, and/or use of task-relevant knowledge and strategies.

Question 29

How do goals affect persistence according to Locke and Latham (2002)?

Answer 29

Hard goals prolong effort when participants are allowed to control the time they spend on a task, thus goals affect persistence.

Question 30

Locke and Latham (2002) suggest that goals affect performance through four mechanisms

Answer 30

1. Goals serve a directive function
2. Goals have an energizing function
3. Goals affect persistence
4. Goals affect action indirectly by leading to the arousal, discovery, and/or use of task-relevant knowledge and strategies