Floreren door te leren: De relatie tussen doeloriëntatie en welbevinden | Amsterdam University Press Journals Online
2004
Volume 35, Issue 1
  • ISSN: 0921-5077
  • E-ISSN: 1875-7235

Abstract

Samenvatting

Werknemers floreren als zij niet alleen gelukkig en tevreden zijn met hun werkzame leven, maar ook psychologisch en sociaal optimaal functioneren op het werk. Dit onderzoek gaat na wat de samenhang is tussen de doeloriëntatie van mensen en in hoeverre zij floreren. Doeloriëntatie verwijst naar de doelen die iemand doorgaans stelt in prestatiesituaties. Verwacht werd onder meer dat gericht zijn op het ontwikkelen van competenties – een leer-streefdoeloriëntatie – positief samenhangt met floreren. Uit de resultaten van een representatieve steekproef onder Nederlandse volwassen werkenden ( = 208) en niet-werkenden ( = 97) bleek inderdaad dat de kans op floreren het hoogst is bij personen met een hoge leer-streefdoeloriëntatie die tegelijkertijd niet gericht zijn op het vermijden van het tonen van incompetentie (een zogeheten lage prestatie-vermijddoeloriëntatie). Werkenden en niet-werkenden werden vergeleken; de relatie tussen doeloriëntatie en welbevinden bleek niet significant te verschillen tussen beide groepen. In het algemeen blijkt de relatie tussen doeloriëntatie en floreren substantieel te zijn, en een leer-streefdoeloriëntatie niet alleen bij te dragen aan een gelukkiger en tevredener leven, maar ook breder bij te dragen aan iemands welbevinden (floreren). Ook worden de implicaties voor toekomstig onderzoek en voor de praktijk besproken.

Loading

Article metrics loading...

/content/journals/10.5117/GO2022.1.003.DAM
2022-03-01
2024-03-29
Loading full text...

Full text loading...

/deliver/fulltext/09215077/35/1/GO2022.1.003.DAM.html?itemId=/content/journals/10.5117/GO2022.1.003.DAM&mimeType=html&fmt=ahah

References

  1. Adie, J. W., Duda, J. L., & Ntoumanis, N. (2010). Achievement goals, competition appraisals, and the well- and ill-being of elite youth soccer players over two competitive seasons. Journal of Sport and Exercise Psychology, 32(4), 555-579. https://doi.org/10.1123/jsep.32.4.555
    [Google Scholar]
  2. Baranik, L. E., Lau, A. R., Stanley, L. J., Barron, K. E., & Lance, C. E. (2013). Achievement goals in organizations: Is there support for mastery-avoidance?Journal of Managerial Issues, 25(1), 46-61.
    [Google Scholar]
  3. Biddle, S., Wang, C. J., Kavussanu, M., & Spray, C. (2003). Correlates of achievement goal orientations in physical activity: A systematic review of research. European Journal of Sport Science, 3(5), 1-20. https://doi.org/10.1080/1750984X.2010.548528
    [Google Scholar]
  4. 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(1), 26-48. https://doi.org/10.1006/obhd.1996.0063
    [Google Scholar]
  5. Centraal Bureau voor de Statistiek. (2020). Niet-beroepsbevolking. https://www.cbs.nl/nl-nl/visualisaties/dashboard-beroepsbevolking/niet-beroepsbevolking
    [Google Scholar]
  6. Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1-11. https://doi.org/10.1007/s10902-006-9018-1
    [Google Scholar]
  7. Demerouti, E., Bakker, A. B., & Gevers, J. M. (2015). Job crafting and extra-role behavior: The role of work engagement and flourishing. Journal of Vocational Behavior, 91, 87-96. https://doi.org/10.1016/j.jvb.2015.09.001
    [Google Scholar]
  8. DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127. https://doi.org/10.1037/0021-9010.90.6.1096
    [Google Scholar]
  9. Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302. https://doi.org/10.1037/0033-2909.125.2.276
    [Google Scholar]
  10. Dragoni, L. (2005). Understanding the emergence of state goal orientation in organizational work groups:The role of leadership and multilevel climate perceptions. Journal of Applied Psychology, 90(6), 1084-1095. https://doi.org/10.1037/0021-9010.90.6.1084
    [Google Scholar]
  11. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. http://doi.org/10.1037/h0037130
    [Google Scholar]
  12. Dykman, B. M. (1998). Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 74(1), 139-158. https://doi.org/10.1037//0022-3514.74.1.139
    [Google Scholar]
  13. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
    [Google Scholar]
  14. Elliot, A. J., Thrash, T. M., & Murayama, K. (2011). A longitudinal analysis of self-regulation and well-being: Avoidance personal goals, avoidance coping, stress generation, and subjective well-being. Journal of Personality, 79(3), 643-674. https://doi.org/10.1111/j.1467-6494.2011.00694.x
    [Google Scholar]
  15. Emmons, R. A. (2003). Personal goals, life meaning, and virtue. In C. L. M.Keyes & J.Haidt (Eds.), Wellsprings of a positive life. Flourishing: Positive psychology and the life well-lived (pp. 105-128). American Psychological Association.
    [Google Scholar]
  16. Fugate, M., & Kinicki, A. J. (2008). A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change. Journal of Occupational and Organizational Psychology, 81(3), 503-527. https://doi.org/10.1348/096317907X241579
    [Google Scholar]
  17. Hahn, V. C., Frese, M., Binnewies, C., & Schmitt, A. (2012). Happy and proactive? The role of hedonic and eudaimonic well-being in business owners’ personal initiative. Entrepreneurship Theory and Practice, 36(1), 97-114. https://doi.org/10.1111/j.1540-6520.2011.00490.x
    [Google Scholar]
  18. Howell, A. J. (2009). Flourishing: Achievement-related correlates of students’ well-being. The Journal of Positive Psychology, 4(1), 1-13. https://doi.org/10.1080/17439760802043459
    [Google Scholar]
  19. Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23(3), 359-388. https://doi.org/10.1007/s10648-011-9155-x
    [Google Scholar]
  20. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?Psychological Bulletin, 136(3), 422-449. https://doi.org/10.1037//a0018947
    [Google Scholar]
  21. Kahneman, D., & Krueger, A. B. (2006). Developments in the measurement of subjective well-being. Journal of Economic Perspectives, 20(1), 3-24. https://doi.org/10.1257/089533006776526030
    [Google Scholar]
  22. Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121-140. https://doi.org/10.2307/2787065
    [Google Scholar]
  23. Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222. https://doi.org/10.2307/3090197
    [Google Scholar]
  24. Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95-108. https://doi.org/10.1037/0003-066X.62.2.95
    [Google Scholar]
  25. Keyes, C. L. M. (2009). Atlanta:Brief description of the mental health continuum short form (MHC-SF). Available at http://www.sociology.emory.edu/ckeyes/.
    [Google Scholar]
  26. Lamers, S. M. A., Westerhof, G. J., Bohlmeijer, E. T., Ten Klooster, P. M., & Keyes, C. L.M. (2011). Evaluating the psychometric properties of the mental health continuum-short form (MHC-SF) in the Dutch population. Journal of Clinical Psychology, 67(1), 99-110. https://doi.org/10.1002/jclp.2074
    [Google Scholar]
  27. Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97(2), 197-213. https://doi.org/10.1037/0022-0663.97.2.197
    [Google Scholar]
  28. Mascret, N., Nicolleau, M., & Ragot-Court, I. (2020). Development and validation of a scale assessing achievement goals in driving. PLoS one, 15(3), e0230349. https://doi.org/10.1371/journal.pone.0230349
    [Google Scholar]
  29. McKee-Ryan, F., Song, Z., Wanberg, C. R., & Kinicki, A. J. (2005). Psychological and physical well-being during unemployment: A meta-analytic study. Journal of Applied Psychology, 90(1), 53-76. https://doi.org/10.1037/0021-9010.90.1.53
    [Google Scholar]
  30. Myers, D. G., & Diener, E. (2018). The scientific pursuit of happiness. Perspectives on Psychological Science, 13(2), 218-225. https://doi.org/10.1177/1745691618765171
    [Google Scholar]
  31. Niemivirta, M., Pulkka, A. T., Tapola, A., & Tuominen, H. (2019). Achievement goal orientations: A person-oriented approach. In The Cambridge handbook of motivation and learning (pp. 566-616). Cambridge University Press. https://doi.org/10.1017/9781316823279.025
    [Google Scholar]
  32. Noordzij, G., Giel, L., & Van Mierlo, H. (2021). A meta-analysis of induced achievement goals: The moderating effects of goal standard and goal framing. Social Psychology of Education, 24, 195-245. https://doi.org/10.1007/s11218-021-09606-1
    [Google Scholar]
  33. Noordzij, G., & Van Hooft, E. A. J. (2008). De invloed van doeloriëntaties op de effectiviteit van re-integratie. Gedrag en Organisatie, 21(3), 209-225.
    [Google Scholar]
  34. Noordzij, G., Van Hooft, E. A., Mierlo, H., Van Dam, A., & Born, M. P. (2013). The effects of a learning goal orientation training on self-regulation: A field experiment among unemployed job seekers. Personnel Psychology, 66(3), 723-755. https://doi.org/10.1111/peps.12011
    [Google Scholar]
  35. Oscarsson, M., Carlbring, P., Andersson, G., & Rozental, A. (2020). A large-scale experiment on New Year’s resolutions: Approach-oriented goals are more successful than avoidance-oriented goals. PLoS One, 15(12), e0234097. https://doi.org/10.1371/journal.pone.0234097
    [Google Scholar]
  36. Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32(1), 8-47. https://doi.org/10.1016/j.cedpsych.2006.10.003
    [Google Scholar]
  37. Paul, K. I., & Moser, K. (2009). Unemployment impairs mental health: Meta-analyses. Journal of Vocational behavior, 74(3), 264-282. https://doi.org/10.1016/j.jvb.2009.01.001
    [Google Scholar]
  38. 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(1), 128-150. https://doi.org/10.1037/0021-9010.92.1.128
    [Google Scholar]
  39. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. https://doi.org/10.1037/0021-9010.88.5.879
    [Google Scholar]
  40. Poortvliet, P. M. (2009). Examining the effects of mastery and performance goals on information exchange processes. Netherlands Journal of Psychology, 65(2), 53-61. https://doi.org/10.1007/bf03080127
    [Google Scholar]
  41. Radosevich, D. J., Vaidyanathan, V. T., Yeo, S. Y., & Radosevich, D. M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29(3), 207-229. https://doi.org/10.1016/S0361-476X(03)00032-8
    [Google Scholar]
  42. Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9(1), 139-170. https://doi.org/10.1007/s10902-006-9023-4
    [Google Scholar]
  43. Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69(4), 719-727. https://doi.org/10.1037/0022-3514.69.4.719
    [Google Scholar]
  44. Schotanus-Dijkstra, M., Pieterse, M. E., Drossaert, C. H., Westerhof, G. J., De Graaf, R., Ten Have, M., ... Bohlmeijer, E. T. (2015). What factors are associated with flourishing? Results from a large representative national sample. Journal of Happiness Studies, 17(4), 1351-1370. https://doi.org/10.1007/s10902-015-9647-3
    [Google Scholar]
  45. Schotanus-Dijkstra, M., Ten Have, M., Lamers, S. M., De Graaf, R., & Bohlmeijer, E. T. (2016). The longitudinal relationship between flourishing mental health and incident mood, anxiety and substance use disorders. The European Journal of Public Health, 27(3), 563-568. https://doi.org/10.1093/eurpub/ckw20
    [Google Scholar]
  46. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
    [Google Scholar]
  47. Senko, C., & Freund, A. M. (2015). Are mastery-avoidance achievement goals always detrimental? An adult development perspective. Motivation and Emotion, 39, 477-488. https://doi.org/10.1007/s11031-015-9474-1
    [Google Scholar]
  48. Siemsen, E., Roth, A., & Oliveira, P. (2010). Common method bias in regression models with linear, quadratic, and interaction effects. Organizational Research Methods, 13(3), 456-476. https://doi.org/10.1177/1094428109351241
    [Google Scholar]
  49. Stam, K., Sieben, I., Verbakel, E., & De Graaf, P. M. (2016). Employment status and subjective well-being: the role of the social norm to work. Work, Employment and Society, 30(2), 309-333. https://doi.org/10.1177/0950017014564602
    [Google Scholar]
  50. Tabachnick, B., & Fidell, S. (2013). Using multivariate statistics (6th edition). Pearson.
    [Google Scholar]
  51. Vandewalle, D., Nerstad, C. G., & Dysvik, A. (2019). Goal orientation: A review of the miles traveled and the miles to go. Annual Review of Organizational Psychology and Organizational Behavior, 6(1), 115-144. https://doi.org/10.1146/annurev-orgpsych-041015-062547
    [Google Scholar]
  52. Van Mierlo, H., & Van Hooft, E. A. (2020). Team achievement goals and sports team performance. Small Group Research, 51(5), 581-615. https://doi.org/10.1177/1046496420913119
    [Google Scholar]
  53. Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PloS one, 9(4), e93594. https://doi.org/10.1371/journal.pone.0093594
    [Google Scholar]
  54. Wang, M., & Takeuchi, R. (2007). The role of goal orientation during expatriation: A cross-sectional and longitudinal investigation. Journal of Applied Psychology, 92(5), 1437-1445. https://doi.org/10.1037/0021-9010.92.5.1437
    [Google Scholar]
  55. Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64(4), 678-691. https://doi.org/10.1037/0022-3514.64.4.678
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/GO2022.1.003.DAM
Loading
/content/journals/10.5117/GO2022.1.003.DAM
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error