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The purpose of this paper is to provide new insights into conflict styles by examining a new set of antecedents and outcomes.

A theory is outlined and a theoretical model is presented to explain the relationship between a motivational antecedent – goal orientation – and conflict styles, and to explain the relationship between conflict styles and resolution preferences.

The paper suggests that goal orientation serves as an antecedent for subsequent conflict style. Moreover, resolution preferences vary depending on goal orientation and conflict style.

This paper has several implications for future research. Empirical research is needed to investigate the relationship between goal orientation and conflict styles as well as the relationship between conflict style and outcome preferences. Such research may either provide grounding to the model or generate further theory development regarding the antecedents and outcomes of conflict styles.

This paper suggests that goal orientations are relatively stable but that conflict styles are relatively mutable. This suggests that if people become aware of their goal orientation, they can change their conflict style to achieve a solution that is more appropriate for their unique situation.

This paper fills a gap in the literature and offers a new theoretical framework as to the antecedents and outcomes of conflict styles. The paper offers a motivational explanation for conflict styles and examines resolution preferences that could predict party satisfaction with the outcome.

This study aims to examine how students with different goals differ in their subjective well-being, including academic self-efficacy (ASE) and affect at school (AAS). There are four goal orientations that motivate students to achieve academic performance. Therefore, this study examined the relationship between the four dimensions of achievement goals (AGs), ASE and AAS. It also examined five relationship models between these variables.

This study was conducted using a survey method with a questionnaire on 516 students at several private universities in Yogyakarta who have been studying for at least two years. After testing the validity and reliability of the measurements, correlation testing was conducted to determine the relationship between the two variables. Furthermore, testing of the five relationship models was conducted using structural equation modeling (SEM) with a two-step approach.

The findings showed that each goal was directly related to students' well-being with a diverse relationship nature. Furthermore, mastery-approach goals (MApGs) were the types that most consistently have a positive effect on students' well-being. Also, performance-avoidance goals (PAvGs) consistently and negatively affected students' well-being, while performance-approach goals (PApGs) produced various influences and relationships. In addition, mastery-avoidance goals (MAvGs) are among the four AGs that still need to be studied, especially in educational settings. This is because they had no effect on ASE either directly or indirectly.

The limitation of this study was using cross-sectional data and self-report in data collection. Furthermore, the respondents were limited to private university students, and they were few in number.

MApGs had a positive effect on ASE and AAS, while PAvGs can reduce ASE and cause negative effects. Therefore, higher institutions in Indonesia need to provide a curriculum that can increase students' curiosity, creativity and involvement in the learning process. This will make them confident in their abilities and have a positive attitude in school and the society. Also, this study showed that a PApG is not a negative goal because it can increase students' confidence in their abilities. This competency feeling needs to be fostered because it encourages them to increase knowledge and learning content, as well as increase their positive effects.

This paper addressed the need to understand how to generate and increase students’ motivation.

This article aims to understand conditions under which personal development plans (PDPs) can effectively be implemented for professional learning. Both the organization's manner of supporting the PDP practice as well as the individual employee's motivation is taken into account.

A questionnaire was distributed among employees of a Dutch governmental office, measuring perceived effectiveness of the tool (undertaking learning activities and performance), perceptions of PDP practices in the organization, and individual motivation. Regression analysis revealed that learning and reflection practices in the organization are positively related to number of learning activities undertaken by employees and to perceived performance.

A significant moderating effect of motivation was found, supporting the idea that the tool's perceived effectiveness depends both on the organization's efforts as well as the individual's motivation.

In this study, the authors were limited by a low response rate, a single setting, as well as a lack of causal evidence due to the cross‐sectional set‐up. They therefore encourage the validation of their hypotheses in different settings, and in an experimental/longitudinal manner.

Implications for practice include the importance for organizations to implement PDPs in an on‐going cycle of learning, combined with opportunities for formal and informal learning, while supervisors carry great responsibility for providing feedback and encouragement based on the employee's motivation for learning.

This combination of company practices with individual supporting conditions such as employees' motivation to understand when PDPs work best is a novel approach to understanding PDP effectiveness and hopes to add to both theoretical and practical understanding.

The purpose of this paper is twofold: to develop the college-attendance value scale (CAVS) in the Taiwan context to understand undergraduates’ reasons for or benefits from college education, and to examine how the value relates to additional motivational goals, academic performance, and expected terminal degree.

Data analyses involved sophomores (n=729) who completed a learning-experience survey that included CAVS of the personal value and collective value subscales, expected terminal degree, Achievement Goal Questionnaire, and cumulative grade point average (CGPA). Construct validity evidence was substantiated by the results of exploratory factor analysis (n=364) for two-factor identification, and by the results of confirmatory factor analysis (n=365) for a good model-fit.

The interrelations between variables in regression analysis supported the predictive validity; achievement goals were predictors of CGPA, while personal value was a sole predictor of expected terminal degree. Findings suggest that CAVS is a predictive measure for Taiwanese undergraduates’ academic performance and choices.

In terms of policy implications, college students’ values of college attendance should not only be regularly investigated by institutional research, but should be widely applied by university students, educators and administrators to facilitate the optimal learning development for each undergraduate.

The study develops a short but effective scale of college-attendance value for the Taiwanese students who usually attend college after graduating from high school. The CAVS is useful in manifesting the students’ major reasons for pursuing college education.

This study examines how contributors with different achievement goals participate under the influence of two common motivators/demotivators on crowdsourcing platforms, namely system design features and task nature.

A free simulation experiment was conducted among undergraduate students with the use of a crowdsourcing platform for two weeks.

The results indicate that contributors with a strong performance-approach goal get better scores and participate in more crowdsourcing tasks. Contributors with a strong mastery-avoidance goal participate in fewer heterogeneous tasks.

Contributors with different achievement goals participate in crowdsourcing tasks to different extents under the influence of the two motivators/demotivators. The inclusion of the approach-avoidance dimension in the performance-mastery dichotomy enables demonstrating the influence of motivators/demotivators more specifically. This article highlights differentiation between the quality and the quantity of heterogeneous crowdsourcing tasks.

Management is advised to approach performance-approach people if a leaderboard and a point system are incorporated into their crowdsourcing platforms. Also, management should avoid offering heterogeneous tasks to mastery-avoidance contributors. System developers should take users' motivational goals into consideration when designing the motivators in their systems.

The study sheds light on habitual achievement goals, which are relatively stable in comparison to contributors' motives and states. The relationships between achievement goals and motivators/demotivators are more persistent across time. This study informs system designers' decisions to include appropriate motivators for sustained contributor participation.

Goal orientations and classroom goal structures proved to be highly predictive of classroom-related behaviors and academic achievement. The purpose of the present study was to predict students’ classroom behaviors from goal orientations and classroom goal structures and compare those predictions across students with and without learning problems. Participants were 209 typical students and 18 students with learning difficulties/disabilities (LD). Individual goal orientations and perceptions of classrooms’ goal structures were assessed using self-reports. Student behaviors were assessed over five consecutive days during school hours. Using Multilevel Random Coefficient Modeling (MRCM) procedures, results indicated that mastery approach goals and a mastery goal structure were positive predictors of positive affect, student engagement and students’ perceptions of reinforcement from teachers. Mastery avoidance goals were a negative predictor of positive affective states and a positive predictor of both negative affective states and perceptions of punishment. Last, performance approach goals and a performance goal structure exerted deleterious effects on students’ positive classroom behaviors, particularly for students with LD. When matching mastery goals with a mastery goal structure, effects were significantly more pronounced, and in the desired direction, compared to the matching of performance goals with a performance goal structure. Implications of the findings for practice are discussed.

Achievement goal theory traces people's behaviors, thoughts, and emotions in achievement situations to the broad goals they pursue in that activity, whether in education, sports, work, or other achievement domains (Dweck, 1986; Maehr & Midgley, 1991; Nicholls, 1984). Two goals have featured prominently: mastery goals (also sometimes called learning goals) and performance goals (also called ego goals or ability validation goals). Both goals concern the pursuit of competence and the assessment of one's own skill level, yet they do so in distinct ways. People pursuing a mastery goal strive to develop their skill or expertise, while those pursuing a performance goal instead strive to demonstrate and validate their existing skill, typically by outperforming peers. As such, those pursuing mastery goals typically use self-referential standards to define success versus failure, while those pursuing performance goals instead use normative standards to define success versus failure.

The purpose of this paper is to pinpoint some key variables that help shape the notion of older workers as a source of organizational wisdom capital.

Toward that end, the paper reviews a selective bibliography in order to support its arguments.

The evidence garnered throughout this paper – fundamentally through different lens of analysis – suggests that older workers may be considered as valuable assets. Furthermore, a sizeable number of members of this cohort continue, even in the latter stages of their careers, to be willing, well-equipped, and able to enhance, if properly utilized, companies to achieve other patterns of performance. Accordingly, it is advocated here that their knowledge and expertise constitutes an authentic source of organizational wisdom capital that deserves careful attention from organizations to maintain by means of suitable incentives and training.

This paper highlights other aspects that should not be disdained by organizations such as career-ending, work characteristics, and mastery-avoidance goals. Thus, companies that are interested in keeping older talents must be attuned to their wishes and aspirations, as well as being proactive by offering tailor-made job-products to them.

Given the trend of aging workforce, it is likely that organizations will be increasingly impacted by societal demands and public policies toward benefiting and respecting older talents.

This paper advocates that older workers are usually living memories of organizational life. Rather, they tend to keep in their minds those failures and successful ideas, projects, initiatives, and leaderships, which added or not value throughout their trajectories, as well as things that worked out or not. Fundamentally, they are able to provide answers to vital questions.

Purpose – Recent research has highlighted the importance of individuals' beliefs regarding the malleability or fixedness of negotiator characteristics as key determinants of negotiation processes and performance. In this chapter, we examine how these implicit negotiation beliefs affect negotiation at the team level.

Approach – We explore the effects of implicit negotiation beliefs on team negotiation by articulating a model that considers their impact on important group processes such as goal setting, conflict, and communication.

Findings – We propose that individuals' beliefs regarding the fixedness of negotiator characteristics affect team negotiation processes and outcomes, in particular through their effect on interpersonal processes within a negotiation team. We expect that individuals who believe that negotiator characteristics are malleable will focus on long-term success, will devote relatively high levels of effort toward the team's goals, and will share and discuss important information with other members of the team. In contrast, individuals who believe that negotiator characteristics are fixed will focus on short-term goals, will dedicate relatively low levels of effort to the team, and may put their own self interest ahead of the team by withholding key information from other team members. In light of these differences, teams characterized by heterogeneity in team members' implicit negotiation beliefs may experience high levels of intrateam conflict.

Value – This chapter suggests that implicit negotiation beliefs may have a powerful influence on team-level negotiation. Through our review and model development, we aim to stimulate research on implicit negotiation beliefs within groups and teams.