DOCSLIB.ORG

Gollwitzer (1999), Implementation Intentions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Gollwitzer (1999), Implementation Intentions Implementation Intentions Strong Effects of Simple Plans Peter M. Gollwitzer Universitdt Konstanz When people encounter problems in translating their goals suggesting that good intentions are an effective self-regu- into action (e.g., failing to get started, becoming distracted, latory tool is also unwarranted. What is needed is a theo- or falling into bad habits), they may strategically call on retical and empirical analysis of how people's good inten- automatic processes in an attempt to secure goal attain- tions can be made more effective. Once this is known, ment. This can be achieved by plans in the form of imple- forming good intentions and effective ways to implement mentation intentions that link anticipated critical situations them can be suggested to people who are motivated to to goal-directed responses ("Whenever situation x arises, I change their behavior. will initiate the goal-directed response y!"). Implementa- How good intentions can be implemented effectively tion intentions delegate the control of goal-directed re- has been analyzed in recent research on goal striving (for a sponses to anticipated situational cues, which (when actu- review, see Gollwitzer & Moskowitz, 1996). Forming good ally encountered) elicit these responses automatically. A intentions or setting goals is understood as committing program of research demonstrates that implementation oneself to reaching desired outcomes or to performing intentions further the attainment of goals, and it reveals the desired behaviors. For various reasons, people may often underlying processes. refrain from such binding goal commitments (e.g., Oettin- Good resolutions are useless attempts to interfere with scientific gen, in press), but even if people make goal commitments, laws. Their origin is pure vanity. Their result is absolutely nil. the distance between goal setting and goal attainment is —Oscar Wilde, The Picture of Dorian Gray often long (Gollwitzer, 1990). Successful goal attainment requires that problems associated with getting started and ood intentions have a bad reputation. People who persisting until the goal is reached are effectively solved. form New Year's resolutions earn at best a sym- The question of how goals, once set, can be made G pathetic smile when they announce their heroic more effective therefore boils down to asking for the vari- intentions (e.g., exercising regularly, avoiding unhealthy ables that determine effective goal pursuit. Some answers foods). Though the audience may concede that such reso- are suggested by recent research on goal striving. First, it lutions are made with good will (Oscar Wilde is less matters how people frame their good intentions or goals. trusting), they doubt their effectiveness. This suspicion is For instance, better performances are observed when peo- deeply rooted. Folklore tells us that "the road to hell is ple set themselves challenging, specific goals as compared paved with good intentions." with challenging but vague goals (so-called "do your best" Do good intentions deserve this bad reputation? As the goals; Locke & Latham, 1990). This goal-specificity effect many empirical studies based on Ajzen's (1985) theory of is based on feedback and self-monitoring advantages, as is planned behavior demonstrate, there is no reason to assume also true for the goal-proximity effect (proximal goals lead that good intentions have nil effects or even negative ef- to better performances than distal goals; Bandura & fects on behavior. Quite to the contrary, strong intentions Schunk, 1981). Goal attainment is also more likely when (e.g., "I strongly intend to do x") are reliably observed to be people frame their good intentions as learning goals (to realized more often than weak intentions (see reviews by learn how to perform a given task) rather than performance Ajzen, 1991; Conner & Armitage, in press; Godin & Kok, goals (to find out through task performance how capable 1996). However, the correlations between intentions and one is; Dweck, 1996) or when they frame their intentions as behavior are modest; intentions account for only 20% to 30% of the variance in behavior. As well, the strength of the intention-behavior relation varies drastically with the Editor's note. Denise C. Park served as action editor for this article. type of behavior that is specified, and people's past behav- ior commonly turns out to be a better predictor than their Author's note. Preparation of this article was supported by Research intentions. Most interesting, the weak intention-behavior Grants GO387/5-3 and G0387/8-1 from the Deutsche Forschungsgemein- relation is largely due to people having good intentions but schaft and the University of Konstanz (AFF). I am thankful to John Bargh, failing to act on them (Orbell & Sheeran, 1998). Jeff Drugge, and Gabriele Oettingen for their helpful suggestions. Correspondence concerning this article should be addressed to Peter In light of these findings, it seems unjustified for M. Gollwitzer, Fachgruppe Psychologie, Universitat Konstanz, Fach D applied psychologists to advise people who are motivated 39, D-79457 Konstanz, Germany. Electronic mail may be sent to to do good to refrain from forming good intentions, but [email protected]. July 1999 • American Psychologist 493 Copyright 1999 by the American Psychological Association, Inc. 0003-066X/99/$2.00 Vol. 54. No. 7, 493-503 to be decided which of the many goals the person holds is to be served by using the given situation. When people do not make such decisions ahead of time but only in situ, effective goal pursuit is hampered. In situ decisions primarily scrutinize the suitability of the present situation and the behaviors appropriate to the present situation. Anticipative decisions, to the contrary, are less restricted because they allow for incorporation of the whole array of possible opportunities and instrumental behaviors. A person thus can select the most effective behaviors and the most suitable opportunities. Moreover. good opportunities often present themselves only for a short time (e.g., when one wants to make one's point in a conversation, when medication has to be taken at a certain time of day). When goal pursuit is planned, goal-directed behaviors can be initiated immediately once a relevant situation is encountered. Predeciding how to implement one's goals in a given situation should have additional advantages. Because ef- fortful deliberations in situ are no longer required, action Peter M. initiation should be efficient in the sense of demanding few Gollwitzer cognitive resources. Action initiation may even occur with- out a conscious intent. This automatization of goal imple- mentation through predeciding. however, not only should be useful to the swift seizing of good opportunities, but promotion goals (focusing on the presence or absence of should also help a person protect goal pursuit from tempt- positive outcomes) rather than prevention goals (focusing ing distractions, bad habits, or competing goals. In the on the presence or absence of negative outcomes; Higgins, latter cases, the person would have to predecide only how 1997). to best escape these unwanted influences on behavior. Second, successful goal pursuit also depends on self- regulatory skills in initiating goal-directed behaviors and Goal Intentions Versus bringing them to a successful ending. For instance, it mai- Implementation Intentions lers whether one can shield an ongoing goal pursuit from Gollwitzer (1993) has conceptualized the predeciding of distractions. Kuhl (1984) differentiated a number of control the when, where, and how of goal implementation in terms strategies that serve this purpose (e.g., emotion control, of forming implementation intentions that are distinguished environment control). Through environment control, for from goal intentions. Goa! intentions specify a certain end example, the person prevents the derailing of an ongoing point that may be either a desired performance or an goal pursuit by removing competing temptations from the outcome. They are the type of intentions modem goal situation in which goal pursuit is to occur. How a person theories (Gollwitzer & Moskowitz. 1996) or Ajzen's copes with conflicting goals is also important (Cantor & (1985) theory of planned behavior are concerned with. Blanton, 1996). People who manage to come up with Goal intentions have the structure of "I intend to reach *!" creative integrations (e.g., the goal of studying and the goa! whereby the x can be a behavior or an outcome. By forming of being with people are reconciled by the goal of studying goal intentions, people translate their noncommita! desires in groups) are more likely to meet iheir goals. into binding goals. The consequence of having formed a goal intention is a sense of commitment that obligates the Preparing Goal Pursuit individual to realize the goal. Goals can be attained in many different ways. This flexi- Implementation intentions are subordinate to goal in- bility is a blessing when people have to cope wiih failures tentions and specify the when, where, and how of responses on their way to goal attainment, because they can usually leading to goal attainment. They have the structure of switch to alternative routes (Wicklund & Gollwitzer, "When situation x arises, 1 wii! perform response v!" and 1982). However, the flexibility of goal pursuit is a curse thus link anticipated opportunities with goal-directed re- when it comes to swiftly acting on one's goats, because sponses. It is not a person's self that is linked to a desired people have to decide how (i.e., when, where, and in what end state (as wiih goal intentions); rather, the person com- way) to implement their goals. Such decisions are based on mits himself or herself to respond to a certain situation in determining which behaviors are the most instrumental lo a specific manner. Implementation intentions serve the meeting one's goals and wha! situations are most favorable purpose of promoting the attainment of the goal specified in for performing them. The suitability of a given situation is the goal intention.
Load more

Recommended publications
  • Manager Cascade, Edit, Or Discontinue Goal(S) in Workday
    Talent Management: Cascade, Edit, or Discontinue Goals Manager Managers have the ability to add department-based goals or • Check the Include Subordinate Organizations to cascade cascade organization goal. Managers can also edit in-progress goals throughout all supervisory organization below yours. or discontinue a goal that is no longer relevant to the employee. 6. Click OK. • Write Team Goal 7. Write the goal in the Goal field. Add a detailed, SMART • Cascade Organizational Goal description. • Edit or Discontinue a Goal 8. Click the Category box to select if this is either an Organizational or Team goal. • View Team’s Goals 9. Editable will be pre-selected. This allows the employee to edit Tasks the goal title. 10. Click Submit. Write Team Goal Cascade Organizational Goal 1. From the Workday home page, click on the Team Performance app. Goals may be cascaded from a higher level of leadership, down through each level to reach all supervisory organizations. This 2. From the Actions column, click on the Add Goal to Employees section will include the steps of the leader writing the goal and the menu item. approval step of the immediate supervisor of the employee receiving the goal. 3. Select Create New Goal. Organizational Goal Writer: 4. To add to immediate team, use the Employees field: 1. Complete steps 1-3 and skip step 4 of Add Goal to Employee. • Select My Team and select individuals or 2. In step 5, click Ctrl, the letter A and Enter to select entire • Click Ctrl, the letter A and then hit Enter to select all.
    [Show full text]
  • Personal Goals, Life Meaning, and Virtue: Wellsprings of a Positive Life
    5 PERSONAL GOALS, LIFE MEANING, AND VIRTUE: WELLSPRINGS OF A POSITIVE LIFE ROBERT A. EMMONS Nothing is so insufferable to man as to be completely at rest, without passions, without business, without diversion, without effort. Then he feels his nothingness, his forlornness, his insufficiency, his weakness, his emptiness. (Pascal, The Pensees, 1660/1950, p. 57). As far as we know humans are the only meaning-seeking species on the planet. Meaning-making is an activity that is distinctly human, a function of how the human brain is organized. The many ways in which humans conceptualize, create, and search for meaning has become a recent focus of behavioral science research on quality of life and subjective well-being. This chapter will review the recent literature on meaning-making in the context of personal goals and life purpose. My intention will be to document how meaningful living, expressed as the pursuit of personally significant goals, contributes to positive experience and to a positive life. THE CENTRALITY OF GOALS IN HUMAN FUNCTIONING Since the mid-1980s, considerable progress has been made in under- standing how goals contribute to long-term levels of well-being. Goals have been identified as key integrative and analytic units in the study of human Preparation of this chapter was supported by a grant from the John Templeton Foundation. I would like to express my gratitude to Corey Lee Keyes and Jon Haidt for the helpful comments on an earlier draft of this chapter. 105 motivation (see Austin & Vancouver, 1996; Karoly, 1999, for reviews). The driving concern has been to understand how personal goals are related to long-term levels of happiness and life satisfaction and how ultimately to use this knowledge in a way that might optimize human well- being.
    [Show full text]
  • Management by Objectives: Advantages, Problems, Implications for Community Colleges
    DOCUMENT RESUME ED 057 792 JC 720 028 AUTHOR Collins, Robert W. TITLE Management by Objectives: Advantages, Problems, Implications for Community Colleges. PUB DATE 71 NOTE 20p.; Seminar paper EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Administrative Principles; Decision Making; *Educational Administration; *Junior Colleges; *Management; *Management Development; *Management Systems; Objectives ABSTRACT Not new in principle, management by objectives (MBO) focuses on the goals of an institution stated as end accomplishments. Community college administrators have been attracted by the reputed benefits of MBO: increased productivity, improved planning, maximized profits, objective managerial evaluation, and improved participant morale. This paper summarizes the advantages and disadvantages of MBO learned and reported from business and industry. Problems encountered in MBO programs include: lack of total organizational commitment, lack of prerequisites to implementation, failpre to integrate individual and organizational goals, overemph sis on measurable goal attainment, and inadequacies in performance a praisal. To be most effective in community colleges, MBO must have the total backing of board members and the president. Furthermore, the school must be prepared to commit extra time to implement MBO. The major determinant of the success or failure of MBO type programs is largely a result of its acceptance by users. (IA1 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE Of'FICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT POINTS 0:' VIEW OR OPIN- IONS STATED DC NECESSARILY REPRESENT OFFICIAL. -FFICE OF EDU- "CATION.POSITION OR POLICY. CNJ MANAGEMENT BY OBJECTIVES: ADVANTAGES, PROBLEMS, IMPLICATIONS FOR COMMUNITY COLLEGES BY: Robert W.
    [Show full text]
  • CONDUCTING a GOAL-SETTING DISCUSSION Conducting Goal Setting
    MANAGER GUIDE The Importance of CONDUCTING A GOAL-SETTING DISCUSSION Conducting Goal Setting Managers and their direct Review Organizational Goals to Prepare for the Discussion reports need to collaborate Before speaking with employees, managers should review the company’s top-level objectives and determine how your own in setting meaningful goals, goals contribute to achieving business goals. In addition, identify the goals that need to be delegated to the team, and provide tracking progress against direct reports with the information required to draft their goals. You should advise the reports to complete the following steps those goals over time, and to create a draft of their performance goals, strategies, and tactics before the goal-setting discussion: evaluating performance. Connecting an employee’s Re-read the mission and vision Review any development areas Individual work with organizational for the company; understand the from recent performance reviews. Development Plan company’s strategic objectives and goals is the top driver of Review current goals and Comments how your job supports them. discretionary effort. aspirations. Re-read the department’s mission Identify any new overarching goals. For the organization, and vision. goal-driven performance Actions Review job description and any management aligns performance expectations for employees with your role. the achievement of strategic goals. Ensure Meaningful Goals Set Goals from the Beginning You should work with your direct report to check the accuracy of Goals Grid for Improving Skills the goals and assess goal alignment with those of peers and the Goal-setting discussions department. In addition, you should ensure that the goals support should occur shortly after the the employees’ development goals based on any recent performance performance reviews or as an feedback.
    [Show full text]
  • Goal Setting Workbook
    Workbook for Goal-setting and Evidence-based Strategies for Success Complete Workbook by Caroline Adams Miller, MAPP Author of Creating Your Best Life: The Ultimate Life List Guide Table of Contents Introduction .................................................................................................................... 5 Theme One: Flourishing ................................................................................................. 6 Why Does Flourishing Matter? ................................................................................... 6 Success Flows from Happiness ................................................................................ 6 The Positivity Ratio .................................................................................................. 7 From the Source: Martin Seligman on Flourishing ................................................... 8 Jolts of Joy ................................................................................................................... 9 Happiness Boosters Worksheet ..............................................................................11 Introducing Character Strengths .............................................................................. 12 Exploring Your Own Character Strengths ............................................................. 13 Looking Back: Me at My Best ................................................................................ 14 Find Your Person-Activity Fit ..................................................................................
    [Show full text]
  • Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics
    International Journal of Instruction October 2020 ● Vol.13, No.4 e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X pp. 1-16 Received: 21/08/2019 Revision: 15/03/2020 Accepted: 01/04/2020 OnlineFirst:02/07/2020 Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics Jacklyne D. Sides University of North Georgia, USA, [email protected] Joshua A. Cuevas Assoc. Prof., University of North Georgia, USA, [email protected] Goal setting is utilized by adults regularly to foster success. It has also been shown to benefit academic achievement. This 8-week study sought to determine the effects of goal setting on motivation, self-efficacy, and math achievement in elementary students. The quasi-experimental study included 70 students in 3rd and 4th grade math classes. Students in the experimental group were involved in setting an achievement goal for fluency of multiplication facts. The students monitored their progress through a weekly graphing and reflection activity. The results indicated that elementary students involved in setting goals showed an increase in their mathematical performance of multiplication facts. However, based on the results from this study, goal setting did not have an impact on motivation or self- efficacy. These results support the concept of goal setting theory in the academic setting, suggesting that it may be beneficial for teachers to include goal setting in their day-to-day instructional practices, though further research on its effect on affective traits is warranted. Keywords: goal setting, motivation, self-efficacy, elementary, mathematics, goal setting theory INTRODUCTION There is ongoing research to determine the best methods for how to assist students in achieving academic success.
    [Show full text]
  • Understanding the Mental Status Examination with the Help of Videos
    Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind.
    [Show full text]
  • Our Mission, Vision, Strategic Goals, and Objectives
    OUR MISSION,VISION, STRATEGIC GOALS, AND OBJECTIVES 1 STRATEGIC GOAL 2 FY 2004 - FY 2009 STRATEGIC PLAN OUR MISSION, VISION, STRATEGIC GOALS, AND OBJECTIVES Our Mission,Vision, Strategic Goals, and Objectives Mission Statement The Department of Commerce creates the conditions for economic growth and opportunity by promoting innovation, entrepreneurship, competitiveness, and stewardship. Vision or almost 100 years, the Department of Commerce has partnered with U.S. businesses to maintain a prosperous, productive America that is committed to consumer safety and the protection of natural resources. Together, we have a Frecord of innovation in manufacturing, transportation, communications, measurement, and materials that has helped to sustain U.S. leadership of the international marketplace. By assisting the private sector, our vision is that the United States continues to play a lead role in the world economy. Strategic Goals To achieve this mission and fulfill our vision, we have three strategic goals and a management integration goal. Each strategic goal involves activities that touch American lives every day. GOAL 1: Provide the information and tools to maximize U.S. competitiveness and enable economic growth for American industries, workers, and consumers General Goal/Objective 1.1: Enhance economic growth for all Americans by developing partnerships with private sector and nongovernmental organizations. General Goal/Objective 1.2: Advance responsible economic growth and trade while protecting American security. General Goal/Objective 1.3: Enhance the supply of key economic and demographic data to support effective decision-making of policymakers, businesses, and the American public. Activities Collect, analyze, and disseminate demographic and economic data to serve public and private decisionmakers at all levels, on fiscal and monetary policy, business finance and investment strategy, and personal household economic matters.
    [Show full text]
  • 06. Servant Leadership & Path-Goal Theory
    IMSA Leadership Education and Development "Everybody can be great because everybody can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and your verb agree to serve…You only need a heart full of grace, a soul generated by love." - Martin Luther King Jr. Time Period and Situation The term “servant leader” was first documented by Robert K. Greenleaf in 1970, who credits the formulation of the term to the 1956 novel The Journey to the East (Northouse 226). Right ​ ​ ​ ​ at the tail end of WWII, the 1950s made way for the Civil Rights Movement. For context, this time period brought about the invention of TV and widespread use of cars in America, the Korean War, and the Cold War. Throughout the Civil Rights Movement, Martin Luther King’s success as one major face of the movement became accredited to his devotion to servant leadership that became a highlight of the era. Path Goal Theory first emerged in leadership texts in the early 1970s (Northouse 115). Leading up to this point, the Civil Rights movement still had a heavy presence in society, and technological advancements landed the first man on the moon (“1960s”). Agenda 1. Theories a. Servant Leadership b. Path Goal Theory 2. Servant Leadership Examples a. Jesus Christ b. Albert Schweitzer 3. Path Goal Leadership Examples a. Columbia Records b. Steve Jobs Student Objectives: 1. Students will understand the definition of servant leadership 2. Students will understand the definition of path-goal theory Revised July 2018 IMSA Leadership Education and Development Theories 1.
    [Show full text]
  • Strategic Planning Basics for Managers
    STRATEGIC PLANNING Guide for Managers 1 Strategic Planning Basics for Managers In all UN offices, departments and missions, it is critical that managers utilize the most effective approach toward developing a strategy for their existing programmes and when creating new programmes. Managers use the strategy to communicate the direction to staff members and guide the larger department or office work. Here you will find practical techniques based on global management best practices. Strategic planning defined Strategic planning is a process of looking into the future and identifying trends and issues against which to align organizational priorities of the Department or Office. Within the Departments and Offices, it means aligning a division, section, unit or team to a higher-level strategy. In the UN, strategy is often about achieving a goal in the most effective and efficient manner possible. For a few UN offices (and many organizations outside the UN), strategy is about achieving a mission comparatively better than another organization (i.e. competition). For everyone, strategic planning is about understanding the challenges, trends and issues; understanding who are the key beneficiaries or clients and what they need; and determining the most effective and efficient way possible to achieve the mandate. A good strategy drives focus, accountability, and results. How and where to apply strategic planning UN departments, offices, missions and programmes develop strategic plans to guide the delivery of an overall mandate and direct multiple streams of work. Sub-entities create compatible strategies depending on their size and operational focus. Smaller teams within a department/office or mission may not need to create strategies; there are, however, situations in which small and medium teams may need to think strategically, in which case the following best practices can help structure the thinking.
    [Show full text]
  • Self-Criticism and Goal Progress
    Journal of Social and Clinical Psychology, Vol. 26, No. 7, 2007, pp. 826-840 SELF-CRITICISM, GOAL MOTIVATION, AND GOAL PROGRESS THEODORE A. POWERS University of Massactiusetts Dartmouth RICHARD KOESTNER AND DAVID C. ZUROFF McGill University The current research examined the relations among self-criticism, autonomous versus controlled motivations, and goal progress. Recent researchers have sug- gested that self-critics are less autonomously motivated, that is, that their goals are less tied to their interests and personal meaning than is true for other individuals, and that the effects of self-criticism on goal progress are mediated by lower levels of autonomous motivation. The results of two short-term, prospective studies con- ducted in the United States and Canada indicated that self-criticism was negatively associated with goal progress, while autonomous motivation was positively associ- ated with goal progress in one study and marginally associated in the other. The re- sults demonstrated an association between self-criticism and controlled motivation but not autonomous motivation, and they suggest that self-criticism and autonomy act independently on goal progress. In addition, the results indi- cated an association between self-criticism and rumination and procrastination that appears to mediate the impact of self-criticism on goal progress. These results highlight the need for consideration of both personality and motivational influences in the study of goal pursuits. To understand the pursuit of personal goals one must consider the im- portance of both personality and motivational factors, the who and the why. Personahty theories and recent empirical findings support the idea that characteristics such as self-criticism may have an impact on how and why people pursue their goals and on their success at accom- Please send correspondence to Theodore A.
    [Show full text]
  • When and Why Does Belief in a Controlling God Strengthen Goal T Commitment? ⁎ Mark J
    Journal of Experimental Social Psychology 75 (2018) 71–82 Contents lists available at ScienceDirect Journal of Experimental Social Psychology journal homepage: www.elsevier.com/locate/jesp When and why does belief in a controlling God strengthen goal T commitment? ⁎ Mark J. Landaua, , Jamel Khenferb,e, Lucas A. Keeferc, Trevor J. Swansona, Aaron C. Kayd a University of Kansas, USA b Zayed University, College of Business, P.O. Box: 144534, Abu Dhabi, United Arab Emirates c University of Southern Mississippi, USA d Duke University, USA e Aix-Marseille University, CERGAM research center, Aix-Marseille Graduate School of Management-IAE, Chemin de la Quille, Aix-en-Provence 13540, France ARTICLE INFO ABSTRACT Keywords: The perception that God controls one's life can bolster motivation to pursue personal goals, but it can also have Religion no impact and even squelch motivation. To better understand how religious beliefs impact self-regulation, the Self-regulation current research built on Compensatory Control Theory's claim that perceiving the environment as predictable Control (vs. unpredictable) strengthens commitment to long-term goals. Perceiving God's intervention as following an Goals understandable logic, which implies a predictable environment, increased self-reported and behavioral com- God mitment to save money (Studies 1–3), excel academically (Study 4), and improve physical health (Study 5). In Predictability contrast, perceiving God as intervening in mysterious ways, which implies that worldly affairs are under control yet unpredictable, did not increase goal commitment. Exploratory mediational analyses focused on self-efficacy, response efficacy, and confidence in God's control. A meta-analysis (Study 6) yielded a reliable effect whereby belief in divine control supports goal pursuit specifically when it signals the predictability of one's environment.
    [Show full text]