Give the correct order of stages in goal setting theory.
Goal definition → Goal acceptance → Efforts → Performance → Reward → Satisfaction.
Goal-setting theory, developed by Locke and Latham, holds that specific and suitably difficult goals, when accepted and accompanied by feedback, produce higher performance than vague or easy goals. Applying the theory in practice follows a logical sequence of stages.
The process begins by establishing goals that are specific and challenging yet attainable (step a) - clear targets that stretch the person. The next stage is to obtain the employee's commitment to and acceptance of those goals (step b), because a goal only motivates if the individual genuinely buys into it; without acceptance even a well-set goal will not drive effort.
Once goals are set and accepted, the organisation must provide the support elements and resources needed to pursue them (step c) - training, tools, information and a supportive climate - so the person is actually able to perform. Finally, feedback on performance is given (step d), allowing the individual to track progress against the goal and adjust effort or strategy.
So the correct order runs: establish goals, gain commitment, provide support, then give feedback - that is (a), (b), (c), (d).
Hence the correct order is (a), (b), (c), (d).
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Statement (I): “Motivation is a continuous, complex and dynamic process”.
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A. Measure
B. Identity
C. Intervene
D. Analyse
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Choose the correct answer from the options given below:
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Important Questions from Motivation
What do you think is the best tool to motivate students?
______ is the set of attributes used to describe oneself.
Which of the following statement is correct?
I. Praising children for ability and hard-work comes under intrinsic motivation
II. Giving children money or treats for good grades comes under extrinsic motivation
Which of the following strategies can be used to enhance the motivation level of the learners?
I. Students should be encouraged to make decisions.
II. Students should be praised for desirable behaviour.
III. A teacher should spend more time on student weakness.
Which one of the following is not a function of motivation in learning?
