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The Effect of Target Gender on Assig...

Walzer, Amy S.

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The Effect of Target Gender on Assigned Learning and Performance Goals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Target Gender on Assigned Learning and Performance Goals./
作者:	Walzer, Amy S.
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Industrial arts education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680358
ISBN:	9781321523386

The Effect of Target Gender on Assigned Learning and Performance Goals.
Walzer, Amy S.

The Effect of Target Gender on Assigned Learning and Performance Goals. - 120 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--University of Nebraska at Omaha, 2015.

The finding that setting high, specific goals leads to better performance has led to a great deal of research on the determinants of self-set goals, leaving the determinants of assigned goals relatively understudied. Assigned goals are likely partially based on the goal setter's expectations for the goal target's ability. These expectations may arise from many sources, including the stereotypes associated with the goal target's group. The purpose of the current study was to determine whether gender stereotypes affect the goals men and women are assigned for a work-related task.

ISBN: 9781321523386Subjects--Topical Terms:

3173045
Industrial arts education.

The Effect of Target Gender on Assigned Learning and Performance Goals.
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245 1 4 $a The Effect of Target Gender on Assigned Learning and Performance Goals.
300 $a 120 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Carey S. Ryan.
502 $a Thesis (Ph.D.)--University of Nebraska at Omaha, 2015.
520 $a The finding that setting high, specific goals leads to better performance has led to a great deal of research on the determinants of self-set goals, leaving the determinants of assigned goals relatively understudied. Assigned goals are likely partially based on the goal setter's expectations for the goal target's ability. These expectations may arise from many sources, including the stereotypes associated with the goal target's group. The purpose of the current study was to determine whether gender stereotypes affect the goals men and women are assigned for a work-related task.
520 $a Participants (N = 587) with previous sales experience were recruited via Mechanical Turk. They read a scenario in which they imagined they were managers of a salesperson (the target); the target's gender was manipulated between subjects. Participants then rated the target's ability for a sales task and set one performance and one learning goal for the target. Participants also completed measures of sexism and incremental and entity theories of intelligence.
520 $a Although there was no evidence of target gender differences in perceived ability, as expected, the male (vs. female) target was assigned higher performance and higher learning goals. Targets perceived to be higher (vs. lower) in sales ability were assigned higher performance goals and participants who had stronger (vs. weaker) incremental theories of intelligence assigned higher learning goals. Finally, results revealed that targets perceived to be higher in sales ability were assigned higher performance goals but not higher (or lower) learning goals. Participant gender, sexism, and implicit theories of intelligence did not moderate the relationships among target gender, perceived sales competence, and assigned goals nor did perceived sales ability mediate the relationship between target gender and assigned goals.
520 $a When considered with previous research, the current study suggests that stereotype-based goal setting may have negative implications for both female and male employees. Organizations should examine their managers' goal setting processes and consider ways in which high, consistent, and fair goals can be set for all employees, regardless of their group membership.
590 $a School code: 1060.
650 4 $a Industrial arts education. $3 3173045
650 4 $a Educational leadership. $3 529436
650 4 $a Organizational behavior. $3 516683
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710 2 $a University of Nebraska at Omaha. $b Psychology. $3 1263887
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680358