Objective:
This paper illustrates the preliminary psychometric properties of the Questionnaire for Adaptive Hyperactivity and Goal Achievement (AHGA), aimed at measuring adaptive characteristics of ...hyperactivity and goal pursuit in older adults.
Methods:
The 12-item scale was administered to a sample of 120 subjects (older adults) between February 2022 and June 2022. The reliability of AHGA was measured using Cronbach’s alpha, and factor structure was established using parallel analysis (PA) and principal component analysis (PCA). Convergent validity was tested against the Biological Rhythms Interview of Assessment in Neuropsychiatry (BRIAN).
Results:
All included subjects have an average age of 74.1±5.1 years. AHGA reliability was good (Cronbach’s alpha: 0.713 95%CI: 0.630 to 0.783). Factor analysis suggested two main components: goal achievement and hyperactivity, which explained 41% of the variance in the data. The results support the convergent validity of the scale: AHGA measures adaptive characteristics of hyperactivity and goal pursuit, in contrast to BRIAN, which measures pathological characteristics.
Conclusion:
The reported findings represent an innovative approach to hyperthymic features by embracing a broader spectrum concept that conceptualizes the potential transition between pathological and adaptive aspects as a continuum.
•A goal-setting intervention was used with two independent university student cohorts.•The goal setting cohorts showed a 22% increase in academic performance.•Amount and quality of effort enhanced ...the effect.•It did not matter whether the students wrote about academic or non-academic goals.•Results suggest a goal-setting theory modification: life goals have a spread effect.
Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4–6 h), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) was investigated. Using a time-lagged quasi-experimental design, our model was tested with two first-year university goal-setting cohorts and two control cohorts (total n = 2928). The goal-setting cohorts (n = 698 and 711) showed a 22% increase in academic performance versus the control cohorts (n = 810 and 707). This increase depended on (1) the extent of participation in the 3-stage goal-setting intervention, (2) number of words written in the exercise, and (3) the specificity of students’ goal-achievement plans (GAP). Contrary to goal-setting theory, which necessitates goal-task specificity, the results revealed that it did not matter whether the students wrote about academic or non-academic goals, or a combination of both. Rather, it appeared to be the overall process of writing about their personal goals, the specificity of their strategies for goal attainment, and the extent of their participation in the intervention that led to an increase in their academic performance. This study suggests an important modification to goal-setting theory, namely a potential contagion effect of setting life goals, an academic goal primed in the subconscious, and subsequent academic performance.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
There are limited data from the US on outcomes of patients in specialty care for familial hypercholesterolemia (FH).
CASCADE FH Registry data were analyzed to assess longitudinal changes in ...medication usage, in low density lipoprotein cholesterol (LDL-C) levels, and the rate of major adverse cardiovascular events (MACE (myocardial infarction, coronary revascularization, stroke or transient ischemic attack) in adults with FH followed in US specialty clinics.
The cohort consisted of 1900 individuals (61% women, 87% Caucasian), with mean age of 56 ± 15 years, 37% prevalence of ASCVD at enrollment, mean pretreatment LDL-C 249 ± 68 mg/dl, mean enrollment LDL-C 145 mg/dl and 93% taking lipid lowering therapy. Over follow up of 20 ± 11 months, lipid lowering therapy use increased (mean decrease in LDL-C of 32 mg/dl (p < 0.001)). Only 48% of participants achieved LDL-C < 100 mg/dl and 22% achieved LDL-C < 70 mg/dl; ASCVD at enrollment was associated with greater likelihood of goal achievement. MACE event rates were almost 6 times higher among patients with prior ASCVD compared to those without (4.6 vs 0.8/100 patient years). Also associated with incident MACE were markers of FH severity and conventional ASCVD risk factors.
With care in FH specialized clinics, LDL-C decreased, but LDL-C persisted >100 mg/dl in 52% of patients. High ASCVD event rates suggest that adults with FH warrant designation as having an ASCVD risk equivalent. Earlier and more aggressive therapy of FH is needed to prevent ASCVD events.
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•Adults with familial hypercholesterolemia in lipid specialty clinics achieve further LDL-C lowering in specialty care but less than half get to LDL-c < 100 mg/dl.•Atherosclerotic event rates remain high, including among those with prior atherosclerotic vascular disease and average LDL-c < 100 mg/dl.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK, ZRSKP
In the present study, we investigated how students react to self-assessed low goal achievement in self-regulated learning. Over a university term (19 weeks), 150 university students recorded ...self-efficacy, procrastination and perceived goal achievement in weekly web-based self-monitoring protocols. Using multilevel analyses for growth curve models, we investigated the reciprocal amplifying between procrastination and perceived goal achievement and self-efficacy and perceived goal achievement. Results indicated a vicious circle of procrastination and a virtuous circle of self-efficacy. Students who recorded high levels of procrastination assessed their goal achievement as being low. As a consequence of low goal achievement, they reinforced procrastination. Students who recorded high levels of self-efficacy assessed their goal achievement as being high. As a consequence of high goal achievement, self-efficacy increased. Self-efficacy mediated the effect of perceived goal achievement on procrastination. Thus, students with low perceived self-efficacy are vulnerable for finding themselves in a vicious circle of procrastination.
•Feedback-loops are a core assumption of self-regulated learning.•Motivational feedback loops were modeled using growth-curve modeling in HLM.•Procrastination and perceived goal achievement reciprocally amplified each other.•Self-efficacy and perceived goal achievement reciprocally amplified each other.•Self-efficacy mediated the effect of previous goal achievement on procrastination.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Objective: For the past two decades, hope theory has been an important framework for conceptualizing goal pursuits. Surprisingly there has been little effort to test the underlying suppositions of ...hope theory or to further validate the Hope Scale.
Method: In Study 1, participants (N = 162, M
age
= 19, 61% female) completed the Hope Scale and nominated goals they would like to accomplish in the next few months. Goals were coded on several dimensions. In Study 2, participants (N = 118, M
age
= 19, 59% female) completed the Hope Scale, measures of optimism and self-efficacy, and generated workable pathways for achieving standardized goals.
Results: Hope scores predicted setting objectively important, prosocial, long-term, and challenging goals. Hope (but not optimism or self-efficacy) was associated with generating more pathways for standardized goals.
Conclusions: The results of these studies generally support the tenets of hope theory and provide further validation for the Hope Scale. As expected, people with higher hope were more likely than their lower-hope counterparts to engage in what has been considered successful goal-setting behavior. Hope is associated with important goal-relevant behaviors and efforts to increase hopeful thought may be important in helping individuals to move toward important life outcomes.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
The scientific research relevance is determined by the need to substantiate the scientific and theoretical basis for the planning, development, and implementation of the tasks of the territorial ...community development strategy, considering the current conditions of the country’s development. The purpose of the paper was to analyze the theoretical basis of the concept, content, and principles of territorial community development and to provide suggestions on the main directions that should be the basis for the development strategy task. The methodological approach is based on the dialectical cognition method, systematic approach, theoretical generalization method. As a result of the research, normative legal acts, theoretical foundations of regional policy and practical approaches to the development of the territorial development strategy were summarized. The concepts of “territory” and “territorial development” were determined by studying different scientific points of view on these definitions; the problems of territorial communities’ development as components in the formation of the development strategy were identified as a whole; the basic principles and objectives of the development strategy were summarized. The main results obtained in the framework of this work should be considered as the definition of the main principles and directions of forming the tasks of the territorial development strategy, which considers the problems existing in the territorial community and are aimed at ensuring the restoration of the development of territories in the post-war period. The results of the scientific work, as well as the conclusions formulated on their basis, are of practical value and can be applied by local authorities during the planning of development strategy tasks and assessment of the region’s capabilities to increase productive forces, as well as by entrepreneurs who direct their activities to improve the well-being of the population of a certain territory
•We explored the possibility of using a speech-based conversational agent for life coaching.•Working on goal achievement with the speech-based conversational agent coach significantly improved the ...psychological well-being of the participants.•The study provides an empirically-validated approach for automated coaching interventions.
Life coaching can contribute to goal attainment, quality of life, and psychological well-being enhancement. We explored the capacity of a speech-based conversational agent coach (CAC) to deliver a coaching program for goal achievement in two studies. Participants showed a significant increase in personal growth initiative (PGI) after completing the program both in the pilot and the main study. Participants in the main study additionally reported a significant increase in life satisfaction (SLS) and a significant decrease in negative affect (PANAS-N). Usability of the application, satisfaction with the coaching program, and adoption intention were rated positively in both studies. The results suggest that working on goal achievement with the CAC had a positive impact on the psychological well-being of the participants. The study provides an empirically-validated approach for automated coaching interventions and highlights the potential of conversational agents for delivering life coaching.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
•People believe mistake correction requires more effort than prevention.•Actors who correct (vs. prevent) a mistake during goal pursuit are seen as more committed to the goal.•Correcting (vs. ...preventing) a mistake in goal pursuit signals a greater chance of goal achievement.•The findings contribute to the person perception, forecasting, and goals literatures.
Individuals and organizations often fear that making a mistake in their pursuit of a goal will lead others to judge them as less likely to achieve that goal. We find that the reverse regularly occurs under systematic conditions. In six studies, we examine how observers perceive both organizations and individuals who make a mistake and correct it, versus those who actively prevent that same mistake from occurring in the first place. We find that observers infer that others who make—and correct—a mistake while pursuing a goal are more likely to achieve that goal than others who successfully prevent that same mistake from occurring. We further find that observers make this inference because, although observers construe prevention to mean that a goal pursuer has been consistently vigilant, they believe mistake correction requires more effort than prevention (even when it does not). Moreover, the effort signaled by correction is perceived as more diagnostic of goal commitment than the vigilance signaled by prevention. Consequently, observers judge both individuals and organizations that make and then correct a mistake to be more likely to achieve the goal imperiled by the mistake than an otherwise identical entity that actively prevented the same mistake from occurring in the first place. We further find that these benefits of mistake correction occur only when a mistake is attributed to an unstable cause. As a result, these benefits of mistake correction do not emerge in all contexts—for example, observers attribute a mistake to a stable cause when it is repeated or has very large consequences, and this stable attribution prevents the benefits of correction from emerging.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Research on technology usage and acceptance has demonstrated that women and men use technology differently, and also differ in their self-perception regarding technology (e.g., women see themselves ...as less capable). Gender role beliefs, according to which women are expected to be less interested in and less capable of using technologies than men, have been discussed as one major reason for these differences. Such differing attributions of women and men can induce negative experiences in terms of negative feelings and can reinforce the feelings of uncertainty experienced by women. We therefore assume that the usage of technology, especially with increasing complexity, may induce more negative experiences in women than in men. We conducted a 2 (male, female) x 3 (technological complexity) between-subjects lab experiment (N = 148) to examine the interaction between technological complexity and users' gender. The analyses revealed that women and men differ in the perception of their technological capabilities, but not in goal achievement. Additionally, we found slight gender differences concerning positive affect, but not concerning negative affect, depending on technologies’ complexity.
•Women and men differ in the perception of their technological capabilities.•Women and men do not differ in goal achievement.•Women and men slightly differ in their affect depending on technologies' complexity.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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