Goal-Classification and the Influence of Activity-Goal-Formation on Individuals’ Systemic-Consideration of Activity-Strategies and Decision-Outcomes

  • Mohammed-Aminu SandaEmail author
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 953)


The influencing role of students’ activity goal formation informed by their goal classification (i.e. highest or best) in their cognitive considerations of both activity strategies and decision outcomes for a pending task is examined in this study. Using data from a sample of 300 Graduate students preparing for an end-of-semester examination and the systemic structural activity analytical approach, it is found that actors’ cognitive classification of goals for pending activity as “highest” or “best” has no significant effect on the students’ goal formulation and the dynamic influence it has on their cognitive considerations for both activity strategy and decision outcome. Irrespective of goal classification, the students’ cognitive process of activity goal formation is found to significantly influence both their cognitive considerations of activity strategies and decision outcomes. It is concluded that the cognitive classification of goal has no direct significance on an students’ Goal formation process for a pending activity.


Goal classification Activity goal formation Highest goal Best-goal Activity strategy Decision outcome 


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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.University of Ghana Business SchoolLegonGhana
  2. 2.Luleå University of TechnologyLuleåSweden

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