KaydedilenlerDerginizi ekleyin

Dergiler / Psikoloji Çalışmaları / 2026 / Cilt: 40 Sayı: 1

Atanmış ve Uyandırılmış Hedeflerin İlave Etkileri ve Performans Geribildirimi ile Etkileşimleri Üzerine Deneysel Bir Araştırma

An Experimental Inquiry about the Additive Effects of Assigned and Primed Goals and Their Interaction with Performance Feedback

Ümran Yüce Selvi(Eskisehir Osmangazi University, Faculty of Science and Letters, Department of Psychology, Eskisehir, Turkey)0000-0001-7435-7510
H. Canan Sümer(Özyeğin University, Faculty of Social Sciences, Department of Psychology, Istanbul, Turkey)0000-0001-5896-7896
Sayfa
217–246
Yayın Tarihi
2020-03-27
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, anlamlı düzeyde hedef belirleme ve performans geribildirimi temel etkileri ile marjinal düzeyde anlamlı etkileşim etkisine işaret etmiştir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Hedef belirleme ve performans geribildirimi, örgütsel etkililiği artırmak için kullanılan iki önemli araç olarak değerlendirilmektedir.
📊
Temel Bulgular & Veri:Mevcut çalışma temel olarak hedef belirleme ve performans geribildiriminin bir yaratıcılık görevi üzerindeki etkisini incelemeyi amaçlamaktadır.
💡
Sonuç & Katkı:Bulgular, anlamlı düzeyde hedef belirleme ve performans geribildirimi temel etkileri ile marjinal düzeyde anlamlı etkileşim etkisine işaret etmiştir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Atanmış hedef · uyandırılmış hedef · performans artışı

Özet

Hedef belirleme ve performans geribildirimi, örgütsel etkililiği artırmak için kullanılan iki önemli araç olarak değerlendirilmektedir. Bu iki değişkenin iş/görev performansını artırmadaki rolü çok sayıda çalışma tarafından araştırılmıştır; ancak bu konuda hala cevaplanması gereken sorular bulunmaktadır. Mevcut çalışma temel olarak hedef belirleme ve performans geribildiriminin bir yaratıcılık görevi üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışma hipotezleri, 4 (atanmış hedef, uyandırılmış hedef, atanmış ve uyandırılmış hedef bir arada ve hedef yok) X 2 (performans geribildirimi ve performans geribildirimi yok) deneysel deseni kullanılarak test edilmiştir. Hedef uyandırma, başarı duygusu ima eden fotoğraflar kullanılması yoluyla yapılmıştır. Görev performansı, Ölçüm 1 ve Ölçüm 2 olmak üzere iki kez ölçülmüştür. Ölçüm 1 ve Ölçüm 2 performans değerleri arasındaki fark bağımlı değişken olarak ele alınmıştır. Çalışmanın katılımcıları 294 lisans öğrencisinden oluşmaktadır. Bulgular, anlamlı düzeyde hedef belirleme ve performans geribildirimi temel etkileri ile marjinal düzeyde anlamlı etkileşim etkisine işaret etmiştir. Atanmış hedef ve performans geribildirimi, görev performansını sırasıyla hedef ve geribildirim olmayan koşullardan daha fazla yükseltmiştir. Ancak, uyandırılmış hedef ile uyandırılmış ve atanmış hedeflerin bir arada sağlandığı koşulların performans artırıcı etkilerinin basit uygulama etkisinin ötesine geçemediği görülmüştür. Marjinal düzeyde anlamlı bulunan hedef belirleme ve geribildirim etkileşimine dair bulgular, performans geribildiriminin sadece sistemde hedef belirleme olmadığında kritik olduğunu göstermiştir. Bulgular, hedef belirleme ve performans geribildirimlerini birlikte kullanmanın en yüksek performans artışını sağlayacağı yönündeki beklentimizi desteklememiştir. Sonuç olarak mevcut çalışma görev performansı artırılmasında, uyandırılmış hedefler, uyandırılmış hedefler ile atanmış hedeflerin bir arada sağlanması ve hedef belirleme ile performans geribildiriminin tamamlayıcı etkileri konusunda karşı kanıt sunması bakımından alanyazına katkı sağlamaktadır.

Abstract

Goal setting and performance feedback are two important tools used to improve organizational effectiveness. The roles of these two variables in improving job/task performance have been investigated by numerous studies; however, there are still questions that need to be answered. The current study aims to investigate the effects of goal setting and performance feedback on a creativity task. The study hypotheses were tested using a 4 (assigned goal, primed goal, a combination of assigned and primed goals, and no goal) X 2 (performance feedback and no performance feedback) experimental design. The primed goal was manipulated with achievement suggesting photos. Task performance was measured twice, following Trial 1 and Trial 2. The difference between Trial 1 and Trial 2 performance scores was used as the dependent variable. The participants were 294 undergraduate students. The results showed significant goal setting and performance feedback main effects and a marginally significant interaction effect. The assigned goal and performance feedback improved performance more than did no goal and no-feedback conditions, respectively. However, the performance-enhancing effects of primed goals and the combination of assigned and primed goals were not more than simple practice effects. Regarding the marginally significant interaction, findings indicated that performance feedback is critical only when there is no goal in the system. The results did not support our expectation that using goal and performance feedback together would lead to the highest performance improvement. Consequently, this study is believed to have important implications as it yielded counterevidence concerning the expected effect of primed goals, additive effects of primed goals over assigned goals and complementary effects of goals and performance feedback in improving performance.

🔖

Bu Makaleye Atıf Yap

Selvi, Ü. Y., Sümer, H. C. (2020). Atanmış ve Uyandırılmış Hedeflerin İlave Etkileri ve Performans Geribildirimi ile Etkileşimleri Üzerine Deneysel Bir Araştırma. Psikoloji Çalışmaları, Cilt: 40 Sayı: 1, 217–246. https://doi.org/10.26650/SP2019-0022

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (52)

  1. Aarts, H., & Dijksterhuis, A. (2003). The silence of the library: Environmental, situational norm, and social behavior. Journal of Personality and Social Psychology, 84, 18–28. doi: 10.1037/00223514.84.1.18
  2. Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of the effectiveness essential characteristics of performance feedback in organizational settings (1985-1998). Journal of Organizational Behavior Management, 21(1), 3–29. doi: 10.1300/J075v21n01_02
  3. Bargh, J. A. (2006). What have we been priming all these years? On the development, mechanisms, and ecology of nonconscious social behavior. European Journal of Social Psychology, 36(2), 147–168. doi: 10.1002/ejsp.336
  4. Bargh, J. A., & Chartrand, T. L. (2000). The mind in the middle: A practical guide to priming and automaticity research. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social and personality psychology (pp. 253-285). New York: Cambridge University Press.
  5. Bargh, J. A., Chen, M., & Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype activation on action. Journal of Personality & Social Psychology, 71(2), 230–244. doi: 10.1037/0022-3514.71.2.230
  6. Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Tröetschel, R. (2001). The automated will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and Social Psychology, 81(6), 1014–1027. doi: 10.1037//0022-3514.81.6.1014
  7. Bipp, T., & Kleingeld, A. (2018). Subconscious performance goals: Investigating the moderating effect of negative goal-discrepancy feedback, Human Performance, 31(5), 255–281. doi: 10.1080/08959285.2018.1531866
  8. Bipp, T., Kleingeld, A., van Mierlo, H., & Kunde, W. (2017). The effect of subconscious achievement goals on academic performance. Journal of Experimental Education, 85, 469–485. doi:10.1080/0 0220973.2016.1252998
  9. Bower, B. (2012). The hot and cold of priming: Psychologists are divided on whether unnoticed cues can influence behavior. Science News, 181(10), 26–29. doi:10.1002/scin.5591811025
  10. Cianci, A. M., Schaubroeck, J. M., & McGill, G. A. (2010). Achievement goals, feedback, and task performance. Human Performance, 23(2), 131–154. doi:10.1080/08959281003621687
  11. Doyen, S., Klein, O., Pichon, C. L., & Cleeremans, A. (2012) Behavioral Priming: It’s all in the mind, but whose mind? PLoS ONE, 7(1): e29081. doi:10.1371/journal.pone.0029081
  12. Earley, P. C., Northcraft, G. B., Lee, C., & Lituchy, T. R. (1990). Impact of process and outcome feedback on the relation of goal setting to task performance. Academy of Management Journal, 33(1), 87–105. doi: 10.2307/256353
  13. Eisele, P. (2012). Improving performance in groups: Effects of two different goal setting strategies and feedback on brainstorming performance. Baltic Journal of Psychology, 13(1, 2), 45–57.
  14. Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments & Computers, 28, 1–11. doi:10.3758/BF032-03630
  15. Faul, F., & Erdfelder, E. (1992). GPOWER: A priori -, post hoc-, and compromise power analyses for MS-DOS [Computer program]. Bonn, Germany: Bonn University.
  16. Fishbach, A., Friedman, R. S., & Kruglanski, A. W. (2003). Leading us not unto temptation: Momentary allurements elicit overriding goal activation. Journal of Personality and Social Psychology, 84, 296–309. doi: 10.1037/0022-3514.84.2.296
  17. Ganegoda, D. B., Latham, G. P., & Folger, R. (2016). The effect of a consciously set and a primed goal on fair behavior. Human Resource Management, 55(5), 789–807. doi:10.1002/hrm.21743
  18. Harris, C. R., Coburn, N., Rohrer, D., & Pashle, H. (2013). Two failures to replicate high-performancegoal priming effects. PLOSone, 8(8), e72467. doi:10.1371/journal.pone.0072467
  19. Ilgen, D. R., Fisher, C. D., & Taylor, S. M. (1979). Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology, 64(4), 349–371. doi: 10.1307/0021-9010.64.4.349
  20. Kahneman, D. (2012, September 26). A proposal to deal with questions about priming effects. Nature. Retrieved from: http://www.nature.com/polopoly_fs/7.6716.1349271308!/ suppinfoFile/ Kahneman%20Letter.pdf
  21. Kawada, C. L. K., Oettingen, G., Gollwitzer, P. M., & Bargh, J. A. (2004). The projection of implicit and explicit goals. Journal of Personality and Social Psychology, 86(4), 545–559. doi: 10.1037/00223514.86.4.545
  22. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. doi: 0033-2909/96
  23. Kruglanski, A. W., Shah, J. Y., Fishbach, A., Friedman, R., Chun, W. Y., & Sleeth-Keppler, D. (2002). A theory of goal systems. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 331–378). San Diego, CA: Academic Press.
  24. Lashley, K. S. (1951). The problem of serial order in behavior. In L. A. Jeffress (Ed.), Cerebral mechanisms in behavior (pp.112-131). New York: Wiley.
  25. Latham, G. P., Brcic, J, & Steinhauer, A. (2017). Toward an integration of goal setting theory and the automaticity model. Applied Psychology: An International Review, 66(1), 25–48. doi: 10.1111/ apps.12087
  26. Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal setting. European Psychologist, 12, 290–300. doi: 10.1027/1016-9040.12.4.290
  27. Latham, G. P., & Piccolo, R. F. (2012). The effect of context-specific versus nonspecific subconscious goals on employee performance. Human Resource Management, 51(4), 511–523. doi: 10.1002/ hrm.21486
  28. Latham, G. P., Stajkovic, A. D., & Locke, E. A. (2010). The relevance and viability of subconscious goals in the workplace. Journal of Management, 36(1), 234–255. doi: 10.1177/0149206309350777
  29. Légal, J. B., Meyer, T., & Delouvée, S. (2007). Effect of compatibility between conscious goal and nonconscious priming on performance. Current Research in Social Psychology, 12(6), 80–90.
  30. Locke, E. A. (1996). Motivation through conscious goal setting. Applied & Preventive Psychology, 5(2), 117–124. doi:10.1016/S0962-1849(96)80005-9
  31. Locke, E. A., & Bryan, J. F. (1966). Cognitive aspects of psychomotor performance: The effects of performance goals on level of performance. Journal of Applied Psychology, 50(4), 286–291. doi: 10.1037/h0023550
  32. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and work motivation: A 35 year odyssey. American Psychologist, 57(9), 705–717. doi:10.1037//0003066X.57.9.705
  33. Locke, E. A., & Latham, G. P. (2004). What should we do about motivation theory? Six recommendations for the twenty-first century. Academy of Management Review, 29(3), 388–403. doi: 10.2307/20159050
  34. Locke, E. A., & Latham, G. P. (2006). New directions in goal setting theory. Current Directions in Psychological Science, 15(5), 265–268. doi: 10.1111/j.1467-8721.2006.00449.x
  35. Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90(1), 125–152. doi: 10.1037/0033-2909.90.1.125
  36. Mento, A. J., Steel, R. P., & Karren, R. J. (1987). A meta-analytic study of the effects of goal setting on task performance: 1966-1984. Organizational Behavior and Human Decision Processes, 39(1), 52–83. doi:10.1016/0749-5978(87)90045-8
  37. Mitchell, T. R, & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Comprehensive handbook of psychology: Industrial organizational psychology (pp. 225254). New York: Wiley.
  38. Molden, D. C. (2014). Understanding priming effects in social psychology: An overview and integration. Social Cognition, 32, 243–249. doi: 10.1521/soco.2014.32.supp.243
  39. Neubert, M. J. (1998). The value of feedback and goal setting over goal setting alone and potential moderators of this effect: A meta-analysis. Human Performance, 11(4), 321–335. doi:10.1207/ s15327043hup1104_2
  40. Rummler, G. A., & Brache, A. P. (1995). Improving performance: How to manage the white space on the organizational chart (2nd ed.). San Francisco, CA: Jossey-Bass.
  41. Schultheiss, O. C. (2008). Implicit motives. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (3rd ed., pp. 603–633). New York, NY: Guilford.
  42. Seijts, G. H. & Latham, G. P. (2011). The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and commitment on performance in a business simulation. Human Performance, 24(3), 189–204. doi:10.1080/08959285.2011.580807
  43. Shah, J. Y. (2005). The automatic pursuit and management of goals. Current Directions in Psychological Science, 14(1), 10–13. doi: 10.1111/j.0963-7214.2005.00325.x
  44. Shantz, A., & Latham, G. P. (2009). An exploratory field experiment of the effect of subconscious and conscious goals on employee performance. Organizational Behavior and Human Decision Making Processes, 109, 9–17. doi:10.1016/j.obhdp.2009.01.001
  45. Shantz, A., & Latham, G. P. (2011).The effect of primed goals on employee performance: Implications for human resource management. Human Resource Management, 50(2), 289–299. doi: 10.1002/ hrm.20418
  46. Stajkovic, A. D., Locke, E. A., & Blair, E. S. (2006). A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance. Journal of Applied Psychology, 91(5), 1172–1180. doi: 10.1037/0021-9010.91.5.1172
  47. Stansfield, T. C., & Longenecker, C. O. (2006). The effects of goal setting and feedback on manufacturing productivity: A field experiment. International Journal of Productivity and Performance Management, 55(3/4), 346–358. doi: 10.1108/17410400610653273
  48. Wegge, J., & Haslam, S. A. (2005). Improving work motivation and performance in brainstorming groups: The effects of three group goal-setting strategies. European Journal of Work and Organizational Psychology, 14(4), 400–430. doi: 10.1080/13594320500349961
  49. Weingarten, E., Chen, Q, McAdams, M., Yi, J., Hepler, J, & Albarracin, D. (2016). From primed concepts to action: A meta-analysis of the behavioral effects of incidentally-presented words. Psychological Bulletin, 142(5), 472–497. doi:10.1037/bul0000030.
  50. Wood, R. E., Mento, A. J., & Locke, E. A. (1987). Task complexity as a moderator of goal effects: A meta-analysis. Journal of Applied Psychology, 72(3), 416. doi:10.1037/0021-9010.72.3.416
  51. Yearta, S. K., Maitlis, S., & Briner, R. B. (1995). An exploratory study of goal setting in theory and practice: A motivational technique that works? Journal of Occupational and Organizational Psychology, 68, 237–252. doi: 10.1111/j.2044-8325.1995.tb00584.x
  52. Zdaniuk, A. & Bobocel, D. R. (2013). The automatic activation of (un)fairness behavior in organizations. Human Resources Management Review, 23(3), 254–265.