This paper models the problem of supplier selection as a multi-objective optimization problem (MOOP) where minimization of price, rejects and lead-time are considered as three objectives. The paper ...considers two different cases: (1) the crisp MOOP in which the goals of objectives are predetermined; and (2) the fuzzy MOOP in which the weights of objectives are predetermined. In both cases, the aim is to achieve some levels of consistency among different objectives. To do so, a normalized goal programming approach is developed and tested for both cases. In order to compare the effectiveness of the proposed method, a comparative analysis is presented which includes weighted goal programming, compromise programming, TOPSIS, weighted objectives, min–max goal programming and weighted max–min models. An illustrative example reveals that our proposed model is able to achieve the desirable consistency among all objectives.
Despite the importance of career goals for career self-management, we know little about the self-regulatory processes underlying career goal attainment. In this study, we draw on transactive goal ...dynamics theory to investigate whether and how romantic relationships impact career goal attainment. For testing our research model, we focused on the career goal of being successful in a political election, and gathered survey and objective data from politicians at three measurement points (N = 108). As hypothesized, our path analysis showed that relationship closeness facilitated career goal attainment through shared career goals and an increase in the available shared pool of resources. We further explored the moderating role of goal coordination in this process, and found that a high goal conflict undermined the indirect effect of relationship closeness on career goal attainment whereas goal facilitation had no moderating effect. Finally, we found no support for the hypothesized effect of relationship duration on shared career goals and career goal attainment. Our findings indicate that romantic relationships can facilitate career goal attainment and that partners' goal coordination is a relevant boundary condition of this process. Our study thus highlights the value of integrating career research and work-home research. Practically, our results imply that individuals should gain their partner's support for their career goals, and that supervisors can facilitate employees' career development by enabling them to capitalize on home-domain resources such as their romantic relationship. According to our findings, career counselors can assist their clients' career self-management by preventing goal conflicts with their partner.
•We show that romantic relationships facilitate individual career goal attainment.•In close relationships, the partner is more prone to share individual career goals.•Shared career goals increase the shared pool of resources allocated to goal pursuit.•The shared pool of resources, in turn, relates positively to career goal attainment.•Goal conflict between partners is a boundary condition of this process.
In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goal-reason ...combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to 3 basic sets of findings. First, when testing goals and reasons separately, mastery (-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons simultaneously, mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes together, the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished. Comparable results were observed for performance (-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation.
Educational Impact and Implications Statement
The present research seeks to disentangle the influence of "what" individuals want to achieve (type of goals), "why" they want to achieve (type of reasons), and specific "what" and "why" combinations (type of goal-reason combinations). In four studies, we showed that mastery goals (striving for task mastery), autonomous reasons (striving because it is stimulating and valued), and a specific mastery goal-autonomous reason combination (striving for task mastery because it is stimulating and valued) all made separate positive contributions to beneficial achievement-relevant outcomes (e.g., interest, positive emotion, deep learning). Comparable results were observed for performance goals (striving to outperform others) and a specific performance goal-autonomous reason combination (striving to outperform others because it is stimulating and valuable). The present findings indicate that both type of goals and type of reasons are important for a full understanding of achievement motivation.
Achievement goals are the reasons for pursuing competence-related tasks. Much prior work has shown that they can affect student motivation, learning, and performance outcomes. They are typically ...measured in classroom settings vis-à-vis self-report surveys about students' goals or the perceived goal structure of the class. Less work has measured how achievement goals naturally emerge in class instruction. We address this gap by examining teacher talk for evidence of different achievement goals and their relation to conceptual math learning. Classrooms with high- and low-growth on a conceptual mathematics assessment were compared for instances of mastery- or performance-focused talk in relation to the framing of the instructional task, student recognition, and student evaluation. Results showed that teachers from high-growth classrooms used more mastery-focused talk for both the framing of the task and student evaluation than teachers from low-growth classrooms. Teachers from low-growth classrooms used more performance-focused talk for the framing of the task than teachers from high-growth classrooms. There were no differences between high- and low-growth classrooms for either mastery or performance student recognition or performance-focused student evaluation. These results help to bridge the gap between teacher practice and achievement goal theory and have implications for understanding how goals manifest in the classroom as well as possible interventions that support productive classroom goals and student learning.
Educational Impact and Implications Statement
In the current work, we describe different types of achievement goal talk and provide examples, which could serve as a model for teachers aiming to support goals in their classrooms. We found that mastery-focused teacher talk about the task and student evaluation occurred more frequently in classrooms that had higher conceptual growth on a mathematics assessment. We also found that performance-focused teacher talk about the task occurred more frequently in classrooms that had lower conceptual growth. This demonstrates that everyday teacher talk can reveal features of the classroom goal structure (what is valued and emphasized) and that these features are correlated to students' conceptual learning.
Despite its widespread media acclaim and recognition as a strategic imperative, the role of grit in organizational research remains unclear. This ambiguity resulted from inconsistent empirical ...findings, thus triggering a pessimistic outlook for the construct across disciplines. To address these issues, we suggest that such confusion and lack of construct and predictive validity stem from not only methodological issues but also a lack of theoretical sophistication. In this article, we address methodological issues, focusing mainly on construct and criterion-related validity, by showing how traditional definitional components of grit are absent in existing measures. Next, we address theoretical issues impeding progress by developing a new work motivation conceptualization of the construct. To do so, we focus primarily on noncognitive ability, purpose-driven long-term goal setting, and task strategy (i.e., short-term goal) adaptation. Finally, we develop an organizing framework examining how, and under what conditions, work-related goal setting manifests, highlighting grit’s distinction from other historically related constructs. Coupled with the assumption that individuals hold higher order organizational goals toward which they are passionate, our organizing framework includes feedback mechanisms accounting for grit’s developmental properties over time. Finally, we acknowledge significant areas for future research and potential practical implications.
Organizational goals lie at the heart of strategic public management. While research has centred on the performance impact of organizational goals and goal clarity, the field remains unclear on where ...organizational goals come from and how they form over time. We argue that research has suffered from the lack of a multi-level, process-focused theoretical framework through which goal formation can be understood and studied. Drawing on a problematizing review of the goals-related literature and strategic management-related theory, we develop such a framework, which provides conceptual order to a field that is rather messy in theory and in practice.
•This study investigated goal focus with a multi-method approach.•We tested a large sample across a wide age range from 14 to 87 years.•We found no support for a generalized goal focus or systematic ...age differences.•Instead, goal focus seems to differ between goals and methods.•We discuss implications for goal-related research in general.
Goals are cognitive representations of means-ends relations that reflect what a person wants to approach or avoid. Previous research has demonstrated that the relative salience of the means and ends (i.e., goal focus) differs across adulthood. Due to inconsistent findings in recent studies, this study systematically investigated the convergence of goal focus across different dimensions (i.e., goal content, complexity, type, i.e., hypothetical vs. personal goals, and method of assessment) and its relation to age. To this end, we conducted a multimethod online study (N = 773) across an age range from 14 to 87 years. The results provide little support for the convergence of goal focus across different assessment methods and systematic associations with age. We discuss the implications of these findings for goal research.
This study investigated the effect of achievement goals on creativity and the possible mediating effect of creative self-efficacy between achievement goals and creativity. In Study 1, three groups of ...senior high-school students (Age: 16-19 years; Male: 51.2%, Female: 46.3%) were each induced in either mastery, performance-approach, or performance-avoidance goal orientations before completing two creative tasks. Analysis of covariance revealed that both the mastery and performance-approach groups scored higher on the creative tasks than did the performance-avoidance group. In Study 2, senior high-school students (Age: 16-19 years; Male: 41.3%, Female: 58.7%) completed Goal Orientation Scales, the Creative Self-efficacy Scale, and the Williams Creativity Assessment Packet. Structural equation modelling revealed that both mastery goals and performance-approach goals positively predicted creativity through creative self-efficacy, and performance-avoidance goals directly positively predicted creativity. The results suggested that, in general, achievement goal was closely related to creativity, and creative self-efficacy mediated the relationships between achievement goals and creativity.
Recent findings challenge the widely held motto of “never give up” in goal striving. There are situations in which it is of strategic interest to abandon an important goal and allocate resources to ...an alternative goal. The ability to realize whether a goal is attainable or not (and therefore the ability to make the “right choice” between goal persistence and goal disengagement or reengagement) is influenced by at least two key motivational factors: motivation for goal striving and a self-regulatory technique called mental contrasting with implementation intentions. The interplay between these two factors is as yet unexplored but holds promise for several conceptual and practical advancements in understanding the pursuit of challenging life goals. To this end, we propose a tripartite model of goal striving that integrates goal motivation and goal regulation.
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