Goal orientation framing and its influence on performance
Porter, John D.
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Motivated by the regulatory focus theory and the Offensive Mindset theory, I researched the influence of framed instructions (offensive, defensive, no messaging) in stressful and stress-free environments. Participants (N = 213) completed one of two tests a basic math test in a quiet room and a simulated shooting course in a room with the games volume maximized. Participants were primarily active-duty military, along with civilian staff members, teaching professors and lecturers. Participants rolled dice to randomly select the framing instructions that they would be given. In the basic math test, participants who received framed instructions consistent with their regulatory focus answered more questions correctly than those who received framed instructions that were incompatible. For example, a promotion-focused participant receiving defensive messaging answered fewer questions correctly than one receiving offensive messaging. Under simulated shooting, course game offensive framing showed an increase in both speed and accuracy regardless of regulatory focus. This research represents one of the first tests of regulatory focus and messaging conducted under stress. The results were unexpected and may open new doors in research.
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