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. (shrink)

The author compares the theoretical elements of her grounded theory, Protecting Self: Experiencing Organizational Change, with autopoiesis, a biological theory of living systems. Autopoiesis, meaning self-production, is a closed system that recursively generates the same organization, components, and network of processes from which they are produced. A cautious extrapolation of theoretical similarities between the two theories is presented, including self-referentiality, self-maintenance, circularity, individuality, and the maintenance of identity. The author concludes that this comparison provides a thought-provoking argument that supports the (...) difficult process of individual and organizational learning, growth, and change. (shrink)

Blended learning environments provide an alternative format to pure onsite or online learning environments combining the advantages of both formats for optimal teaching and learning. An innovative method and for fostering and encouraging student success in learning environments using online formats is to incorporate aspects of student future orientation into instruction. Using social cognitive theory as a framework, this paper presents a program of research examining whether perceptions of student motivation, self-regulation, goal orientation, and future time perspective can be positively (...) influenced through future oriented instruction in a blended learning environment at a German university. This research contributes to the body of literature on FTP with its focus on the operation of FTP as a topic of instruction and through the longitudinal examination of student self perceptions. Multiple analysis of variance and regression analysis were conducted on the three groups of first-year university students receiving future oriented, non-future oriented, or no instruction. The findings support previous research regarding the relationship between perceived FTP and learning process factors such as motivation and self-regulation. Furthermore, the findings indicate that future oriented instruction benefits students in terms of goal-orientation, motivation and self-regulation, increasing the chances for successful participation in blended learning environments. (shrink)