Running head: MOTIVATION: GOAL SETTING BEHAVIOR

Getting Inspired: A Motivation Goal Setting Behavior Study

Norlene Joy G. Gaylon
Pamantasan ng Lungsod ng Maynila

Author Note
Norlene Joy G. Gaylon is affiliated with the Department of Psychology, College of Human
Development, Pamantasan ng Lungsod ng Maynila.
Special thanks to our professor Dr. Ma. Dolores C. Patag for her big help in guiding us in
preparing this research report.
Correspondence concerning this article should be addressed to Norlene Joy G. Gaylon,
Department of Psychology, College of Human Development, Pamantasan ng Lungsod ng
Maynila, Gen. Luna cor. Muralla St., Intramuros, Manila, Metro Manila, PH (02) 527 7941.
Contact: [email protected]

MOTIVATION: GOAL SETTING BEHAVIOR

Abstract
Motivation drives an individual to perform better and achieve their goals persistently. This study
investigated the relationship between motivation and the goal setting behavior elicited by an
individual. The participants (n=2) from Block three BS Psychology of the Pamantasan ng
Lungsod ng Maynila were randomly selected and were assigned to participate in a test wherein
they have been blindfolded. The task was composed of two parts one as a practice set and the
other as the actual set. In the practice set the participants were asked to draw five lines as close as
to 6 inches and in the actual set they were then asked to draw five lines as close to one another as
possible. Both sets were composed of five trials and the only difference is that when subject
number one was doing the actual set the experimenter critiques in every trial done meanwhile
subject number two was praised in comparison. The results obtained in the study signifies that
whenever an individual was motivated in a positive way the more the goal is achieved. This
investigation extends previous research by demonstrating the effectiveness of a positive
cognitive type of motivation and by identifying how it affects an individual in reaching a specific
goal setting.
Keywords: cognitive type of motivation, goal setting, motivation

MOTIVATION: GOAL SETTING BEHAVIOR

Getting Inspired: A Motivation Goal Setting Behavior Study

The study of human motivation has always been considered by the psychologists to be a
very difficult undertaking, especially because motivation is something inside the organism.
Motivation is the desire to do things. It is the willingness to act particularly in behavior and it is
behind what makes each individual do the things they do and carry out tasks which they are
opted to. But behind this motivation is a more complex association that can be branched and
correlated with one another especially in attaining some specific goals.
There are a lot of theory about motivation one of which is the Two Factor theory (Herzberg,
1959). According to Herzberg, two kinds of factors affect motivation, and they do it in different
ways. First is in the form of hygiene factors. These are factors whose absence motivates, but
whose presence has no perceived effect. They are things that when taken away, people become
dissatisfied and act to get them back. A very good example is heroin to a heroin addict. Long
term addicts do not shoot up to get high; they shoot up to stop being sick -- to get normal. Other
examples include decent working conditions, security, pay, benefits (like health insurance),
company policies, interpersonal relationships. In general, these are extrinsic items low in the
Maslow/Alderfer hierarchy.
The second is in the form of motivators. These are factors whose presence motivates. Their
absence does not cause any particular dissatisfaction, it just fails to motivate. Examples are all
the things at the top of the Maslow hierarchy, and the intrinsic motivators.
The famous Operant Conditioning, term used by B.F. Skinner to describe the effects of the
consequences of a particular behavior on the future occurrence of that behavior. There are four

MOTIVATION: GOAL SETTING BEHAVIOR

types of Operant Conditioning: Positive Reinforcement, Negative Reinforcement, Punishment,

and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both
Punishment and Extinction weaken behavior.
Another theory worth consideration in motivation is the Equity theory (J. Stacy Adams,
1963) which says that it is not the actual reward that motivates, but the perception, and the
perception is based not on the reward in isolation, but in comparison with the efforts that went
into getting it, and the rewards and efforts of others. In other words, people's motivation results
from a ratio of ratios: a person compares the ratio of reward to effort with the comparable ratio
of reward to effort that they think others are getting.
Cognitive Evaluation Theory (CET- Deci, 1975) is a theory in Psychology that is designed to
explain the effects of external consequences on internal motivation. The belief is that the
presence of powerful extrinsic motivators can actually reduce a person's intrinsic motivation,
particularly if the extrinsic motivators are perceived by the person to be controlled by people. In
other words, a superior who is always dangling this reward or that stick will turn off the
intrinsically motivated people.
The current study investigated the effectiveness of motivation specifically a cognitive type
of behavior in the goal setting behavior to be applied by an individual. The researcher expects
that a positive cognitive type of motivation rather than a negative one would elicit a far greater
performance in doing the experiment to reach a specific goal.

MOTIVATION: GOAL SETTING BEHAVIOR

Method
Participants
A sample of two nave undergraduate students (2 women) from block 3 of the sophomore
students taking up BS Psychology at the Pamantasan ng Lungsod ng Maynila were randomly
selected. Two experimenters (1 woman; 1 man) were also selected to participate in the study. The
rest of the class (n= 39) were asked to observed the experiment and to record significant data as
well.
Apparatus
Pencil, Legal size bond paper, Ruler
Procedure
Two nave subjects were used. Throughout the experiment the Ss were blindfolded. They
performed in 2 sets- 5 practice and 5 actual trials.
For S1, E has given the following instructions: I will give you each a pencil. Please draw 5
lines, start with one then draw the next ones below this. Make the lines as close to six inches as
you can.
The instructions were clarified again and when there were no more questions, the pencil was
given to S and was then asked to draw 5 lines.
When the first trial was done, E measured the 5 lines and informed the S of the results of each
line drawn.
The recorder then measured the lines and computed the average length. Each length was
subtracted from the average to get the average deviation. The results of the measurements was
not announced. While the recorded measured the first set of lines, the subject continued the other
four sets. The same procedures were followed for the succeeding trials. Remember that the result

MOTIVATION: GOAL SETTING BEHAVIOR

of the measurement of lines but not the average deviation of each set were the only ones to be
announced. After the five sets have been drawn and the last one measured, E informed S that
those were practice sets, and then proceeded to the actual sets.
For the actual set, the objective was to draw 5 lines and make the lengths of each as close as
possible with each other, without paying attention as to whether the length was 6 inches.
In the actual trial 1, all 5 lines were measured but the average deviation was not announced.
On actual trial 2 it was then reported to that the subjects performance was below par. This
continued through the four trials and the commentary that the performance was poorer than the
previous was then always reported. After the 5 trials, the subject was requested to comment
about the nature and the purpose of the experiment.
For S2, the same procedure were followed as with S1 on practice sets. In the actual sets 2 to
5, the subjects were informed after each trial that their performance was better than the previous.
Results
Summary of the Statistical Data from the Practice Set
Subject 1
Trials
1
2
3
4
5

Target 6
Line Difference
4
3.3
3.5
4
2

Subject 2
Average
Deviation
0.04
-0.06
0.14
0.64
-1.36

Target 6
Line Difference
4.2
4.5
4.3
4.3
4.1

Average
Deviation
-0.08
0.22
0.02
0.02
-0.18

The table summarizes the data gathered from both subject one and two. The other
statistical test used was in the form of getting the data means. The mean of Subject 1 line
difference is M= 3. 36 and Subject 2 is M=4. 28.

MOTIVATION: GOAL SETTING BEHAVIOR

Summary of the Statistical Data from the Actual Set

Trial
s

Trial
s

Trial

Trial

Trial

MOTIVATION: GOAL SETTING BEHAVIOR

The table above summarizes the data gathered from both subjects one and two. The
statistical test used in these table were the calculation of the data by means of average and
average deviation.
Subjects
Subject 1

Subject 2

Behavior
Was said to be pressured and anxious because of the

negative comment of the experimenter

Started drawing the lines in a vertical orientation
In the practice trials, the lines were all straight
In the actual trials, the lines were drawn in diagonal

positions
Was said to be a bit nervous in the start but became

focused on the trials

Was determined because of the positive regard of the

experimenter
Started drawing the lines by horizontal orientation
After the trials were finished, the lines were all straight
The strategy of the subject was in the form of a
consistency in the way of holding the pencil and drawing
the lines

The table above summarizes the data gathered from both subjects one and two based on the
interviews and the observed data during the experiment.
Discussion
This experiment demonstrated the effects of a cognitive type of motivation. It was then
clearly observed that the subject 1 as the participant receiving a motivation in a negative type
was not able to produce a better goal setting behavior instead became more tensed and anxious

MOTIVATION: GOAL SETTING BEHAVIOR

due to the participants believe that the performance being elicited really was getting worst and so
it really did.

Subject 2s response in the experiment was more expected since relevant studies showed that
positive remarks really does elicit more positive outcomes. After being told all those positive
things the participant became more relax and determined in continuing what she was doing and
as the participant believe that she was doing well then her goal setting was established and the
behavior being acted upon was strengthened.
Overall, it could be stated that motivation in setting a goal is really important. It could make
things impossible to be possible and it could limit your ability. It makes any individual inspired
to reach for the goal in a desirable manner without any regrets of its outcome. It makes one move
and chase after the things a person has been motivated.

Conclusion
Just like what the Cognitive Evaluation theory stated the presence of powerful extrinsic
motivators can actually reduce a person's intrinsic motivation, particularly if the extrinsic
motivators are perceived by the person to be controlled by people. The current study extends the
theory by showing how this extrinsic motivators could affect the internal motivators of an
individual. Moreover, it only suggest that a positive cognitive type of motivation or a negative
cognitive type of motivation elicits the behaviors being motivated to the individual whether it is
either positive or negative. These findings suggest that an individual is adaptive and that factors
such as motivation could affect any persons behavior.

MOTIVATION: GOAL SETTING BEHAVIOR

Recommendations

10

This experiment is highly recommended for further study. The researchers study only
mirrors a specific type of group and is not applicable as a basis of the entire population. The
following recommendations are offered as possible ways to improve this study.
1. In conducting the experiment be sure that the experimenters are a really good motivators
and should be totally convincing so that they could really affect the individual in the
experiment.
2. Be sure that the subjects are ready and that they really understand the instruction before
moving on with the experiment. And lastly, maintain silence in the observant.

MOTIVATION: GOAL SETTING BEHAVIOR

References

11

Analytictech. (n.d.). Theories of Motivation [Webpage]. Retrieved from:

http://www.analytictech.com/mb021/motivation.htm
Cross, Sophia. (n.d.).Goal-Setting Motivation in Organizational Behavior.
Retrieved from http://smallbusiness.chron.com/goalsetting-motivationorganizational-behavior-25840.html