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Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (n = 44), sport (n = 10), and occupation (n = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects p < 0.05, g values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30–0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations.

Top-down control underlies our ability to attend relevant stimuli while ignoring irrelevant, distracting stimuli and is a critical process for prioritizing information in working memory (WM). Prior work has demonstrated that top-down biasing signals modulate sensory-selective cortical areas during WM, and that the large-scale organization of the brain reconfigures due to WM demands alone; however, it is not yet understood how brain networks reconfigure between the processing of relevant versus irrelevant information in the service of WM. Here, we investigated the effects of task goals on brain network organization while participants performed a WM task that required participants to detect repetitions (e.g., 0-back or 1-back) and had varying levels of visual interference (e.g., distracting, irrelevant stimuli). We quantified changes in network modularity-a measure of brain sub-network segregation-that occurred depending on overall WM task difficulty as well as trial-level task goals for each stimulus during the task conditions (e.g., relevant or irrelevant). First, we replicated prior work and found that whole-brain modularity was lower during the more demanding WM task conditions compared to a baseline condition. Further, during the WM conditions with varying task goals, brain modularity was selectively lower during goal-directed processing of task-relevant stimuli to be remembered for WM performance compared to processing of distracting, irrelevant stimuli. Follow-up analyses indicated that this effect of task goals was most pronounced in default mode and visual sub-networks. Finally, we examined the behavioral relevance of these changes in modularity and found that individuals with lower modularity for relevant trials had faster WM task performance. These results suggest that brain networks can dynamically reconfigure to adopt a more integrated organization with greater communication between sub-networks that supports the goal-directed processing of relevant information and guides WM.

The perceptual feature of a task such as how a task goal is perceived influences performance and coordination of bimanual actions in neurotypical adults. To assess how bimanual task goal modifies paretic and non-paretic arm performance and bimanual coordination in individuals with stroke affecting left and right hemispheres, 30 participants with hemispheric stroke (15 right-hemisphere damage—RHD); 15 left-hemisphere damage—LHD) and 10 age-matched controls performed reach-to-grasp and pick-up actions under bimanual common-goal (i.e., two physically coupled dowels), bimanual independent-goal (two physically uncoupled dowels), and unimanual conditions. Reach-to-grasp time and peak grasp aperture indexed motor performance, while time lags between peak reach velocities, peak grasp apertures, and peak pick-up velocities of the two hands characterized reach, grasp, and pick-up coordination, respectively. Compared to unimanual actions, bimanual actions significantly slowed non-paretic arm speed to match paretic arm speed, thus affording no benefit to paretic arm performance. Detriments in non-paretic arm performance during bimanual actions was more pronounced in the RHD group. Under common-goal conditions, movements were faster with smaller peak grasp apertures compared to independent-goal conditions for all groups. Compared to controls, individuals with stroke demonstrated poor grasp and pick-up coordination. Of the patient groups, patients with LHD showed more pronounced deficits in grasp coordination between hands. Finally, grasp coordination deficits related to paretic arm motor deficits (upper extremity Fugl–Meyer score) for LHD group, and to Trail-Making Test performance for RHD group. Findings suggest that task goal and distinct clinical deficits influence bimanual performance and coordination in patients with left- and right-hemispheric stroke.

Coordinating bimanual movements is essential for everyday activities. Two common types of bimanual tasks are common goal, where two arms share a united goal, and dual goal, which involves independent goals for each arm. Here, we examine how the neural control mechanisms differ between these two types of bimanual tasks. Ten non-disabled individuals performed isometric force tasks of the elbow at 10% of their maximal voluntary force in both bimanual common and dual goals as well as unimanual conditions. Using transcranial magnetic stimulation, we concurrently examined the intracortical inhibitory modulation (short-interval intracortical inhibition, SICI) as well as the interlimb coordination strategies utilized between common- vs. dual-goal tasks. Results showed a reduction of SICI in both hemispheres during dual-goal compared to common-goal tasks (dominant hemisphere: P = 0.04, non-dominant hemisphere: P = 0.03) and unimanual tasks (dominant hemisphere: P = 0.001, non-dominant hemisphere: P = 0.001). For the common-goal task, a reduction of SICI was only seen in the dominant hemisphere compared to unimanual tasks (P = 0.03). Behaviorally, two interlimb coordination patterns were identified. For the common-goal task, both arms were organized into a cooperative “give and take” movement pattern. Control of the non-dominant arm affected stabilization of bimanual force (R2 = 0.74, P = 0.001). In contrast, for the dual-goal task, both arms were coupled together in a positive fashion and neither arm affected stabilization of bimanual force (R2 = 0.31, P = 0.1). The finding that intracortical inhibition and interlimb coordination patterns were different based on the goal conceptualization of bimanual tasks has implications for future research.

In daily life, people show remarkable flexibility in adapting to novel circumstances. Although there is general agreement on which brain areas are involved in cognitive flexibility, little is known about the precise representational content of these cognitive control areas in different sub-processes involved in cognitive control. In the present study, we used an adaptation approach to differentiate the brain areas selectively representing the what and the how components of cognitive control in task preparation. When selectively repeating the task goal (the what component) without repeating the stimulus–response (S-R) mapping (the how component), task goal preferential adaptation was found in the left lateral prefrontal cortex, the medial prefrontal cortex and the left posterior parietal cortex. Within these areas, task goal specific adaptation was found in the left inferior frontal gyrus, the posterior part of the left inferior parietal lobule and the precuneus. Selectively repeating the S-R mapping, by contrast, resulted in S-R mapping preferential adaptation in the bilateral pre-central gyrus extending bilaterally to the intra-parietal lobule, indicating representation of the how component in these areas. Adaptation general to both task goal and S-R mapping was only found in Broca's area extending to the inferior frontal junction, suggesting that the what and the how components of cognitive control are similarly represented in this part of the brain. ► Brain areas representing the what and the how of cognitive control were examined. ► Adaptation to selectively repeating the task goal and the SR-mapping was studied. ► Adaptation offers an opportunity to study representations in cognitive control areas.

The purpose of this systematic review and meta-analysis (PROSPERO ID: CRD42024575181) was to quantify the relationships between dispositional and situational achievement goal involvement and sport confidence. A secondary purpose was to examine potential moderators of these relationships. Published studies reporting sufficient data, including one achievement goal measure from the dichotomous framework and one measure of sport confidence in an athlete sample, were included. Information sources included EBSCOhost databases, Web of Science databases, and relevant meta-analyses. The random-effects correlational coefficient (r) served as the summary statistic. Thirty-six studies yielding 37 independent samples, published between 1988 and 2026, which met all inclusion criteria, representing a total of 10,461 participants from youth to elite sports across four continents. Meta-analyzed random-effects correlations between task climate (k = 15, r = 0.33 [95% CI 0.23, 0.43]), ego climate (k = 13, r = −0.08 [95% CI −0.16, −0.00]), task orientation (k = 26, r = 0.27 [95% CI 0.21, 0.32]), ego orientation (k = 26, r = 0.11 [95% CI 0.06, 0.17]), and sport confidence ranged from small and negative to medium and positive in magnitude. Mixed-effects moderator analyses revealed significant differences (p < 0.05) for task climate when comparing state (r = 0.24) versus trait (r = 0.41) sport confidence measures, for task orientation scale (TEOSQ r = 0.31 vs. POSQ r = 0.18) in relation to sport confidence, and for study quality (lowest r = 0.35, medium r = 0.18, highest r = 0.24) in the task orientation–sport confidence relationship. However, nearly all prediction intervals for the examined relationships crossed zero, with the exception of a few TEOSQ- and POSQ-based moderator analyses. Thus, researchers and practitioners are cautioned that relationships between dispositional achievement goals, motivational climate perceptions, and sport confidence might be minimal or vary based on the dispositional achievement goal measure.

Recent years have seen increased attention being given to English-medium instruction (EMI) in university academic subjects. Task or mastery goal plays an indispensable role in determining how students develop their academic abilities and how they motivate themselves to succeed in academic subjects. Task goal orientations and students’ perceived communication competence are found to relate negatively to negative emotions, which undermine their motivation to participate and willingness to communicate (WTC) in class. This study aims to investigate the mediating role of foreign language anxiety (FLA) in the relationship between task goal orientations, perceived communication competence, English ability, and WTC in EMI classrooms. A questionnaire survey was conducted with 613 university students in Taiwan. The structural model revealed that students’ WTC in EMI classes was strongly influenced by their task goal orientations and perceived communication competence. Foreign language anxiety fully mediated the relation between perceived communication competence and WTC, but partially mediated the relation between task goal orientations and WTC at subject content-focused level. Foreign language anxiety did not mediate the relations between the two predictors (i.e., communication competence and task goal orientations) and WTC at language-focused level. Although English ability was weakly related to FLA and WTC at language-focused level in EMI classes, it did not affect FLA and students’ WTC in the model.

The efficiency of our daily performance depends on our ability to manage cognitive resources on different levels and to select relevant information for current task demands. One phenomenon that can limit the efficiency of daily performance is intrusive, repetitive negative thoughts also known as rumination. The present online study aimed at examining the influence of induced state rumination on specific networks of attention, namely alerting, orienting and executive control. Overall, 172 participants (f = 128; m = 44; Mage = 24.97, range: 18–40 years) were randomly assigned to an experimental and a control condition and then subjected to different goal-related inductions. Before and after the inductions, participants performed the Attention Network Test (ANT) to examine potential effects of rumination on participants’ performance and rated their state rumination. Mixed ANOVAs were computed to investigate whether induced goal-related state rumination had an impact on performance in the three attentional networks. In addition, to better evaluate the results, we also applied Bayesian repeated measures ANOVA’s. Overall, results showed no effect of rumination on attention regarding performance on the ANT. We discuss the present null effects and provide starting points for future research.

Background: Spatial navigation performance in the Hidden Goal Task (HGT), a real-space human analogue of the Morris Water Maze, can identify amnestic mild cognitive impairment (aMCI) patients with memory impairment of the hippocampal type, a known indicator of incipient Alzheimer’s disease (AD). Objective: Contrast results from computer versus real-space versions of the HGT. Methods: A total of 42 aMCI patients were clinically and neuropsychologically classified into: (1) memory impairment of the hippocampal type – the hippocampal aMCI (HaMCI; n = 10) and (2) isolated retrieval impairment – the nonhippocampal aMCI (NHaMCI; n = 32). Results were compared to the control (n = 28) and AD (n = 21) groups. Results: The HaMCI group, although similar to the NHaMCI group with respect to overall cognitive impairment, performed poorer on the computer version of the HGT and yielded parallel results to the real-space version. The two versions were strongly correlated. Conclusions: Both versions of the HGT can reliably identify aMCI with pronounced memory impairment of the hippocampal type. The computer version of the HGT may be a useful, relatively inexpensive screening tool for early detection of individuals at a high risk of AD.

PurposeInformation technology provides important support for on-site decision-making of field personnel. Most literature focuses on the technological aspects of decision-support systems, without fully understanding the information required for effective decision-making. This study aimed to formalize decision-makers’ requirements in terms of the major goals, decisions and information.Design/methodology/approachThe situation awareness (SA) approach was applied through the goal-directed task analysis (GDTA) method, narrowing the scope to field managers’ decision-making during indoor construction activities. This method was based on a series of interviews to define, revise and validate the decision-making requirements for the given scope.FindingsThe study yielded 1,056 highly interrelated elements. The results indicate that the field manager’s overall goal is to execute and handoff work within the established deadlines, with the required quality, maximizing profits, within a safe work environment. The overall goal construes into five main goals regarding work progress, quality, costs, safety and communication. These goals include subgoals, decisions, and the information necessary to attain them, depicted in diagrams.Practical implicationsThe findings allow enhancing the design of decision-support solutions by identifying information required for future developments and showing the interrelations between goals and information requirements that need to be addressed to present interfaces for effectively assisting on-site decision-making. Moreover, the results allow for the assessment of solutions regarding the sufficiency of information.Originality/valueThis is the first effort to fully understand the information required by field managers for on-site decision-making during indoor construction activities.