• Journal of Distribution Science
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• v.12 no.5
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• pp.49-59
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• 2014

Purpose - This research aims to explore factors that could facilitate and/or impede consumers' long-term goal-relevant food consumption, in the pursuit of a long-term goal. Research Design, Data, and Methodology - The main experiment's sample comprised 289 female students at C University. The structural equation model of the Amos 18.0 program was used to verify the hypotheses. Results - Hypotheses concerning positive effects of long-term goal commitment and expectancy of long-term goal attainment, and negative effects of pleasure-seeking needs on long-term goal-relevant food consumption behaviors were accepted. Furthermore, self-efficacy's positive effects on long-term goal commitment and expectancy of long-term goal attainment, and negative effects on the strength of pleasure-seeking were explored. Appearance self-esteem negatively affected long-term goal commitment. Conclusions - Individuals' self-efficacy positively affects long-term goal commitment and expectancy of long-term goal attainment, and significantly weakens the need to seek pleasure in food consumption behaviors. Appearance self-esteem negatively affects long-term goal commitment. Both long-term goal commitment and expectancy of long-term goal attainment significantly positively influence long-term goal-relevant food consumption behaviors. However, those heavily needing pleasure-seeking are less likely to engage in such behaviors.

• The Journal of Information Systems
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• v.28 no.4
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• pp.1-25
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• 2019

Purpose The purpose of this study is to investigate cognitive mechanism of goal relations (Single-goal vs. Multiple-goals) and to-do list (Packing vs. Unpacking) and also verify the role of self-efficacy in the perspective of motivation belief. The perspective of cognitive mechanism is related to the effects of how the relations of multitasking environments affects to facilitating relation or conflicting relations. In pursuit of a single goal, judgement of task importance can be facilitated by unpacking effect due to relations of strongly associated project components including to-do list. On the other hands, in pursuit of multiple goals, judgement of task importance can be conflicted due to mutually exclusive relations of multiple goals. Additionally, the cognitive mechanism can be regulated from the role of self-efficacy, which contributes to motivation belief on how much a person is confident in achieving given tasks. In the end this research is to identify self-efficacy as boundary condition in inhibiting the effects of facilitation and conflict. Design/methodology/approach This study conducted Two-way ANOVA (Packing/ Unpacking * Single-goal/ Multiple-goals) to explore the effects of cognitive mechanism on task importance. After that we performed Three-way ANOVA, 2 (To-do list: Packing/ Unpacking) * 2 (Goal relation: Single-goal/ Multiple-goals) * 2 (Self-efficacy: Low self-efficacy/ High self-efficacy) to verify the role of self-efficacy between goal relations and to-do list. Findings In the cognitive mechanism, the task importance is not significantly different between in packed and in unpacked condition in pursuit of a single goal. But multitasking with multiple goals causes goal conflict, which means packed condition indicates significantly higher task importance than unpacked condition. Additionally, for a group with low self-efficacy unpacking leads to conflicting relation, which implies that packed condition is more efficient strategy than packed condition. On the other hands, in pursuit of mulitple goals, either packing or unpacking has no distinctive effects on task importance. However, participants with high self-efficacy are no longer affected by facilitating relation and conflicting relation as well in pursuit of either a single goal or multiple goals as well.

• Journal of Distribution Science
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• v.12 no.11
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• pp.45-53
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• 2014

Purpose - Goal setting is effective in any domain in which an individual or group has some control over the outcomes. It applies not only to work tasks but also to sports and health, and in various other settings. Its success depends on considering the mediators and moderators determining its efficacy and applicability. This study investigates the individual factors influencing academic goal attainability. Unlike previous studies, we focused on the effect of the relationships between individual traits (passion, tenacity, self-control) and specific motivation (vision, self-efficacy, implementation intentions) with academic goal attainability, rather than the effects of the relationship between commitment and the goal shielding mechanism with goal attainability. Research design, data, and methodology - Data collected through questionnaires were analyzed by the SPSS program. A total of 293 school students, who participated in the TOEIC program, participated in the survey. Slightly more than half were female (male: n=145 vs. female: n=148). We verified nine hypotheses through various statistical methods (reliability analysis, exploratory factor analysis, confirmatory factor analysis, structural equation model for the hypothesis test, bootstrapping test for the mediation test). Results - Data was analyzed in three phases. The first phase involved measurement analysis (i.e., item purification and factor structure confirmation), involving the scales of the three variables of individual traits, three mechanism variables, and goal attainability. The second phase involved estimating the proposed structural relationships among the key constructs (see Figure 1), using the results to test H1 to H9. The final phase involved examining the mediating effects of the three variables (vision, implementation intention, and self-efficacy). The research model shows that the independent variable passion has a significant result with both the mediators-vision and self-efficacy. Further, vision and self-efficacy significantly affect goal attainability. The second variable, self-control, shows a significant effect when mediated by implementation intentions, but the direct relationship between implementation intension and goal attainability shows an insignificant result. However, when further mediated by self-efficacy, it showed a significant effect between self-efficacy and goal attainability. Similarly, the third variable, tenacity, shows an insignificant result when mediated by vision. In contrast, the mediator self-efficacy shows a positive effect between tenacity and goal attainability. Conclusions - This study shows how these individual traits, when mediated with the appropriate motivational factors, resulted significantly in the attainability of academic goals. We may identify several theoretical and practical contributions. Theoretically, we developed a step further in the research into consumer goals and related studies. Future research could examine the effects of different learning goal types and their combinations with performance goals (e.g., learning goals first, then performance goals), different types of goal framing (approach success vs. avoid failure), the relation between goals and cognition (which, by implication, entails all of cognitive psychology), goal hierarchies, and macro goal studies with organizations of different sizes. More studies on the relationship between conscious and subconscious goals would also be valuable.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.1
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• pp.141-151
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• 2020

This research aimed at studying the role of self-enhancing imagery and self goal-achievement emotion in the effect of characteristics perceived at advertisements using multisensory cues on purchase intention. Sports shoes advertisement was selected as an empirical research object. Questionnaire survey method was used to collect data. 'WenJuanXing' site was used to make the questionnaire in Chinese, and it was loaded on WeChat and QQ. 260 participants from different regions of China participated in online questionnaire survey. The results of testing the hypotheses by structural equation model in Amos 21.0 program are summarized as followings. The congruency between multisensory cues and self-discrepancy awareness positively evoked the self-enhancing imagery and the self goal-achievement emotion. The object relevance between the consumer and the product advertised did not induce the emotion, but evoked the self-enhancing imagery. Both of the self-enhancing imagery and the self goal-achievement emotion had positive effects on the product purchase intention. When developing advertisement, marketers should focus on multisensory cues' characteristics to enhance the self-enhancing imageries as well as to help feel the goal-achievement emotion. They should pay attention to the ways by which the multisensory cues' characteristics used to develop advertisement can be perceived to be congruent with each other by consumers.

• Journal of the Korean Chemical Society
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• v.51 no.5
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• pp.459-470
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• 2007

The structural equation modeling techniques were used to assess a model of chemistry learning strategy based on self-handicapping tendency and goal orientation. Data were collected during chemistry lessons in two high schools. In the optimal model II-2 of this research, the self-handicapping tendency was negatively related to the use of self-efficacy. The learning goal was positively related to the use of self-efficacy and to learning strategy. The performance- approach goal was positively related to self-efficacy but presented an negative relationship to learning strategy. The performance-avoidance goal was negatively related to self-efficacy but presented an positive relationship to learning strategy. Besides affecting the learning strategy through self-efficacy indirectly, the learning goal, performance-approach goal, and performance-avoidance goal affected learning strategy directly. The self-handicapping tendency and performance- avoidance goal were a negative predictors of self-efficacy, but the learning goal and performance-approach goal were a positive predictors. And the self-efficacy affected learning strategy positively. The implications of these findings for learning strategy in chemistry are discussed. Although the paths model of relationships of the motivations to learn and learning strategies in chemistry education as mentioned above is established, the more systematic search for the higher self-efficacy and learning strategy in different courses and curriculums may be needed.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.289-301
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• 2008

The present study examined the relationship between parental academic achievement pressure and self-efficacy mediated by student's achievement goal orientation among elementary school students. The 638 participants were fifth graders living in a metropolitan area. Analyses revealed that children who were high both in performance-goal and mastery-goal orientation reported highest perceived parental academic achievement pressure and self-efficacy. Performance-goal orientation played a mediation role in the relationship between parental academic achievement pressure and self-efficacy, while mastery-goal orientation did not. The limitations of the present study and suggestions for future research were discussed.

• The Journal of Industrial Distribution & Business
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• v.10 no.10
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• pp.53-65
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• 2019

Purpose - Current study aimed at investigating the effects of the choice easiness as a thought triggered at the time of making decision and the goal achievement emotion as a prediction of how consumers feel in the state of achieving consumption goal on brand purchase intention. And It also explored moderation role of incidental pride type such as ambient hubris pride and ambient authentic pride felt before the event in the effects of message type such as self-verifying message and self-enhancing message on the choice easiness and the goal achievement emotion. Research design, data, and methodology - Message type was divided into self-verifying message and self-enhancing message. Incidental pride type was divided into hubris and authentic pride. Smart mobile phone was selected for empirical study. And the experiment was performed with 2(pride type: hubristic versus authentic) × 2(message type: self-verifying message versus self-enhancing message) between-subjects design. Questionnaires from 215 undergraduate students were used to test hypotheses by Macro process model 7. The hypotheses were tested at each of self-verifying message group and self-enhancing message group. Results - First, both choice easiness and goal achievement emotion positively influenced on the purchase intention at both self-verifying message group and self-enhancing message group. Second, at self-verifying message group, the positive effects of self verification on both choice easiness and goal achievement emotion were higher to the customers under incidental hubris pride than to those under incidental authentic pride customers. Third, at self-enhancing message group, the positive effects of self enhancement on goal achievement emotion were higher to the customers under incidental authentic pride than to those under incidental hubris pride. However, at self-enhancing message group, the positive effects of self enhancement on choice easiness (goal achievement emotion) were not higher (higher) to the customers under incidental authentic pride than to those under incidental hubris pride. Conclusions - Focusing on the results of this study, to promote their brand purchase intention, brand managers should use self-enhancing message to induce goal achievement emotion from incidental authentic pride customers. And the brand managers should develop and use self-verifying message to induce choice easiness as well as goal achievement emotion from hubris pride customers, which in turn, promote their brand purchase intention.

• The Journal of Industrial Distribution & Business
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• v.12 no.6
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• pp.75-88
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• 2021

Purpose: This research aimed at exploring the functions of consumers' perceiving approach and avoidance roles and their feeling anger and disgust in the effect of the two types of self-discrepancy at social identity such as the ideal self-discrepancy and the ought self-discrepancy on within-self domain versus across-self domain consumption. Research design, data, and methodology - This study divided the self-discrepancy group into the ideal self-discrepancy and the ought self-discrepancy group as experimental groups for empirical study. Self-discrepancy type between-subjects design was used to develop two types of questionnaire according to the type of experimental groups. The platform, 'questionnaire stars' of 'WeChat' in China was used to collect 103 data from the ideal self-discrepancy group and 102 from the ought self-discrepancy group for empirical study. T-test and the structural equation model in Amos 21 were used to verify hypotheses developed through theoretical review. Results - First, ideal self-discrepancy positively affected the role-approaching goal and anger. Second, ought self-discrepancy positively affected the role-avoiding goal and disgust. Third, the role-approaching goal and anger positively influenced on the within- versus across- domain consumption. Fourth, the disgust negatively influenced on the within- versus across- domain consumption, however the role-avoiding goal did not influence on the consumption. Fifth, there was the mediation roles of anger (disgust) in the effects of ideal (ought) self-discrepancy on the consumption. Conclusions - When consumers feel anger at the ideal self- discrepancy induced by in-group, it is necessary for the marketers to promote their product brand used by the in-group. They should develop and advertise the messages priming the ideal self-discrepancy and the anger to increase the intent to purchase or use their product brand when the in-group members have used the brand by relating the brand to their social identity concerned with the ideal self-discrepancy. However, marketers should help consumers feel disgust by developing and advertising the messages expressing the ought self-discrepancy to lead the consumers to the place of purchasing or using their product brand when the members have used the brand based on keeping the consistence between the brand and other social identity not related to the ought self-discrepancy.

• Journal of Distribution Science
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• v.12 no.3
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• pp.7-15
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• 2014

Purpose - This study aims to explore the factors that can trigger the escalation of an initially pursued long-term utilitarian goal that is set aside to pursue a competing hedonic goal. Research Design, Data, and Methodology - The experimental study covered three groups : Group 1 (ego-depletion, self-referencing), Group 2 (ego-depletion, neutral), and Group 3 (no ego-depletion, neutral). The participants of the study comprised 150 undergraduates who were divided into three groups of 50 students for each. One-way ANOVA and regression analyses were used to verify the hypotheses. Results - Ego-depleted consumers are less likely to resist immediate temptation than those who are not in an ego-depletion state. Self-referencing has a positive impact on long-term goal reversion when consumers in an ego-depletion state experience immediate temptations. Counteractive construal plays a mediating role between self-referencing and long-term goal reversion. Conclusions - We found that consumers tend to yield to momentary temptations when they are in an ego-depletion state. Self-referencing and counteractive construal can eliminate the ego-depletion effect and then facilitates escalation of the set-aside long-term goal.

• Journal of Integrative Natural Science
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• v.4 no.2
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• pp.158-165
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• 2011

Statistics by structural equation modeling techniques were used to assess a model of chemistry learning strategy based on performance goal orientation. In the optimal Model III of this research, Performance-approach goal was positively related to the use of learning strategy(p<.05) and achievement need(p<.05). Performance-avoidance goal was negatively related to learning strategy(p<.05) and was positively related to self-handicapping tendency(p<.15). Performance-approach goal affected learning strategy indirectly through achievement need(p<.05). Use of achievement need was positively related to learning strategy(p<.05) and self-handicapping tendency(p<.35). Self-handicapping tendency affected learning strategy negatively(p<.05). Implications of these findings for learning strategy in chemistry education are discussed.