Perverse Effects of Other-Referenced Performance Goals in an Information Exchange Context
详细信息    查看全文
  • 作者:P. Marijn Poortvliet (1) marijn.poortvliet@wur.nl
    Frederik Anseel (2)
    Onne Janssen (3)
    Nico W. Van Yperen (4)
    Evert Van de Vliert (4)
  • 关键词:Achievement goals &#8211 ; Interpersonally harmful behavior &#8211 ; Information exchange &#8211 ; Tactical deception
  • 刊名:Journal of Business Ethics
  • 出版年:2012
  • 出版时间:April 2012
  • 年:2012
  • 卷:106
  • 期:4
  • 页码:401-414
  • 全文大小:258.6 KB
  • 参考文献:1. Abelson, R. P., & Prentice, D. A. (1997). Contrast tests of interaction hypotheses. Psychological Methods, 2, 315–328.
    2. Anderman, E. M., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29, 499–517.
    3. Anderson, M. S., Ronning, E. A., De Vries, R., & Martinson, B. C. (2007). The perverse effects of competition on scientists’ work and relationships. Science and Engineering Ethics, 13, 437–461.
    4. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706–722.
    5. Berkowitz, L. (1998). Affective aggression: The role of stress, pain, and negative affect. In R. G. Geen & E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for social policy (pp. 49–72). San Diego, CA: Academic Press.
    6. Bunderson, J. S., & Sutcliffe, K. M. (2003). Management team learning orientation and business unit performance. Journal of Applied Psychology, 88, 552–560.
    7. Bushman, B. J., & Baumeister, R. F. (1998). Threatened egotism, narcissism, self-esteem, and direct and displaced aggression: Does self-love or self-hate lead to violence? Journal of Personality and Social Psychology, 75, 219–229.
    8. Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26–48.
    9. Carnevale, P. J., & Probst, T. (1997). Good news about competitive people. In C. K. W. De Dreu & E. Van de Vliert (Eds.), Using conflict in organizations (pp. 129–146). London, UK): Sage.
    10. Chen, K.-P. (2003). Sabotage in promotion tournaments. Journal of Law, Economics and Organization, 19, 119–140.
    11. Chen, G., & Mathieu, J. E. (2008). Goal orientation dispositions and performance trajectories: The roles of supplementary and complementary situational inducements. Organizational Behavior and Human Decision Processes, 106, 21–38.
    12. Darnon, C., Butera, F., & Harackiewicz, J. M. (2007). Achievement goals in social interactions: Learning with mastery vs. performance goals. Motivation and Emotion, 31, 61–70.
    13. Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119–134.
    14. Darnon, C., Dompnier, B., Gilli茅ron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102, 212–222.
    15. Darnon, C., Muller, D., Schrager, S. M., Pannuzzo, N., & Butera, F. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766–776.
    16. Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
    17. DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096–1127.
    18. DeShon, R. P., Kozlowski, S. W. J., Schmidt, A. M., Milner, K. R., & Wiechmann, D. (2004). A multiple-goal, multilevel model of feedback effects on the regulation of individual and team performance. Journal of Applied Psychology, 89, 1035–1056.
    19. Deutsch, M. (1949). A theory of co-operation and competition. Human Relations, 2, 129–152.
    20. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
    21. Einarsen, S., Hoel, H. & Notelaers, G. (2009). Measuring exposure to bullying and harassment at work: Validity, factor structure and psychometric properties of the negative acts questionnaire-revised. Work and Stress, 23, 24–44.
    22. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New York, NY: The Guilford Press.
    23. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology, 72, 218–232.
    24. Elliot, A. J., & McGregor, H. A. (2001). A 2 脳 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
    25. Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: Implications for industrial and organizational psychology. International Review of Industrial and Organizational Psychology, 8, 193–232.
    26. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
    27. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
    28. Harackiewicz, J. M., & Sansone, C. (1991). Goals and intrinsic motivation: You can get there from here. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (vol. 7, pp. 21–49). Greenwich, CT: JAI Press.
    29. Janssen, O., & Van Yperen, N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47, 368–384.
    30. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and Competition: Theory and research. Edina, MN: Interactive Book Company.
    31. Johnson, D. W., & Johnson, F. P. (2009). Joining together: Group theory and group skills (10th edn.). Upper Saddle River, NJ: Pearson.
    32. Jones, E. E. (1990). Interpersonal perception. New York, NY: Freeman.
    33. Kahneman, D., Krueger, A. B., Schkade, D., Schwarz, N., & Stone, A. A. (2006). Would you be happier if you were richer? A focusing illusion. Science, 312, 1908–1910.
    34. Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330–358.
    35. Kennedy, D. (1997). Academic duty. Cambridge, MA: Harvard University Press.
    36. Kray, L. J., & Haselhuhn, M. P. (2007). Implicit negotiation beliefs and performance: Experimental and longitudinal evidence. Journal of Personality and Social Psychology, 93, 49–64.
    37. Langer, E. J. (1975). The illusion of control. Journal of Personality and Social Psychology, 32, 311–328.
    38. Latham, G. P., & Locke, E. A. (2006). Enhancing the benefits and overcoming the pitfalls of goal setting. Organizational Dynamics, 35, 332–340.
    39. Lax, D., & Sebenius, J. (1986). The manager as negotiator: Bargaining for cooperation and competitive gain. New York, NY: Free Press.
    40. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
    41. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57, 705–717.
    42. Maher, B. (2010). Sabotage!. Nature, 467, 516–518.
    43. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77–86.
    44. Murdock, T. B., & Anderman, E. M. (2006). Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41, 129–145.
    45. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
    46. Ord贸帽ez, L. D., Schweitzer, M. E., Galinsky, A. D., & Bazerman, M. H. (2009). On good scholarship, goal setting, and scholars gone wild. Academy of Management Perspectives, 23, 82–87.
    47. Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128–150.
    48. Poortvliet, P. M., & Darnon, C. (2010). Toward a more social understanding of achievement goals: The interpersonal effects of mastery and performance goals. Current Directions in Psychological Science, 19, 324–328.
    49. Poortvliet, P. M. & Giebels, E. (2011). Self-improvement and cooperation: How exchange relationships promote mastery-approach driven individuals’ job outcomes. European Journal of Work and Organizational Psychology. doi:10.1080/1359432X.2011.555080.
    50. Poortvliet, P. M., Janssen, O., Van Yperen, N. W., & Van de Vliert, E. (2007). Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange. Personality and Social Psychology Bulletin, 33, 1435–1447.
    51. Poortvliet, P. M., Janssen, O., Van Yperen, N. W., & Van de Vliert, E. (2009a). Low ranks make the difference: How achievement goals and ranking information affect cooperation intentions. Journal of Experimental Social Psychology, 45, 1144–1147.
    52. Poortvliet, P. M., Janssen, O., Van Yperen, N. W., & Van de Vliert, E. (2009b). The joint impact of achievement goals and performance feedback on information giving. Basic and Applied Social Psychology, 31, 197–209.
    53. Porter, C. O. L. H. (2005). Goal orientation: Effects on backing up behavior, performance, efficacy, and commitment in teams. Journal of Applied Psychology, 90, 811–818.
    54. Rosenthal, R., Rosnow, R. L., & Rubin, D. (2000). Contrasts and effect sizes in behavioral research: A correlational approach. Cambridge, UK: Cambridge University Press.
    55. Schweitzer, M. E., Ord贸帽ez, L., & Douma, B. (2004). Goal setting as a motivator of unethical behavior. Academy of Management Journal, 47, 422–432.
    56. Sigall, H., & Mills, J. (1998). Measures of independent variables and mediators are useful in social psychology experiments: But are they necessary? Personality and Social Psychology Review, 2, 218–226.
    57. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
    58. Spencer, S. J., Zanna, M. P., & Fong, G. T. (2005). Establishing a causal chain: Why experiments are often more effective than mediational analyses in examining psychological processes. Journal of Personality and Social Psychology, 89, 845–851.
    59. Sundstrom, E., De Meuse, K. P. & Futrell, D. (1990). Work teams: Applications and effectiveness. American Psychologist, 45, 120–133.
    60. Toma, C., & Butera, F. (2009). Hidden profiles and concealed information: Strategic information sharing and use in group decision making. Personality and Social Psychology Bulletin, 35, 793–806.
    61. Van de Vliert, E. (1997). Complex interpersonal conflict behaviour: Theoretical frontiers. Hove, UK: Psychology Press.
    62. Van de Vliert, E. (1998). Conflict and conflict management. In P. J. D. Drenth, H. Thierry, & C. J. De Wolff (Eds.), Handbook of work and organizational psychology: Personnel psychology (Vol. 3, pp. 351–376). Hove, UK: Psychology Press.
    63. Van de Vliert, E., & Janssen, O. (2002). ‘Better than’ performance motives as roots of satisfaction across more and less developed countries. Journal of Cross Cultural Psychology, 33, 380–397.
    64. Van Yperen, N. W. (2003). Task interest and actual performance: The moderating effects of assigned and adopted purpose goals. Journal of Personality and Social Psychology, 85, 1006–1015.
    65. Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 脳 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445.
    66. Van Yperen, N. W., Hamstra, M. R. W., & Van der Klauw, M. (2011). To win, or not to lose, at any cost: The impact of achievement goals on cheating. British Journal of Management, 22, S5–S15.
    67. Van Yperen, N. W., & Janssen, O. (2002). Fatigued and dissatisfied or fatigued but satisfied? Goal orientations and responses to high job demands. Academy of Management Journal, 45, 1161–1171.
    68. Vardi, Y., & Weitz, E. (2004). Misbehavior in organizations: Theory, research, and management. Mahway, NJ: Lawrence Erlbaum.
    69. Vilanova, P., & Bernardin, H. J. (1989). Impression management in the context of performance appraisal. In R. A. Giacalone & P. Rozenfeld (Eds.), Impression management in the organization (pp. 299–313). Hillsdale, NJ: Lawrence Erlbaum.
    70. Wathne, K. H., & Heide, J. B. (2000). Opportunism in interfirm relationships: Forms, outcomes, and solutions. Journal of Marketing, 64, 35–51.
    71. Wong, A., Tjosvold, D., & Yu, Z. (2005). Organizational partnerships in China: Self-interest, goal interdependence, and opportunism. Journal of Applied Psychology, 90, 782–791.
    72. Yeo, G., Loft, S., Xiao, T., & Kiewitz, C. (2009). Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands. Journal of Applied Psychology, 94, 710–726.
  • 作者单位:1. Communication Science Group, Wageningen University, P.O. Box 8130, 6700 EW Wageningen, The Netherlands2. Department of Personnel Management and Work and Organizational Psychology, Ghent University, Ghent, Belgium3. Department of Human Resource Management and Organizational Behavior, University of Groningen, Groningen, The Netherlands4. Department of Social and Organizational Psychology, University of Groningen, Groningen, The Netherlands
  • 刊物类别:Humanities, Social Sciences and Law
  • 刊物主题:Philosophy
    Ethics
    Economic Growth
    Management
    Quality of Life Research
  • 出版者:Springer Netherlands
  • ISSN:1573-0697
文摘
We argue and demonstrate that an emphasis on outperforming others may lead to perverse effects. Four studies show that assigning other-referenced performance goals, relative to self-referenced mastery goals, may lead to more interpersonally harmful behavior in an information exchange context. Results of Study 1 indicate that assigned performance goals lead to stronger thwarting behavior and less accurate information giving to an exchange partner than assigned mastery goals. Similarly, in Study 2 performance goal individuals more subtly deceived highly competent opponents relative to lowly competent opponents, who received more blatant treatment. Finally, Studies 3 and 4 show in methodologically complementary ways that tactical deception considerations may account for the interpersonally harmful behavior of performance goal individuals.

© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号

地址:北京市海淀区学院路29号 邮编:100083

电话:办公室:(+86 10)66554848;文献借阅、咨询服务、科技查新:66554700