The authors developed and tested a longitudinal multilevel model of collective efficacy formation. In 50 self-managing student teams, they investigated the effects of individual-level and team-level factors on observed behaviors and the subsequent development of collective efficacy for mastering a complex team task. Self-efficacy for teamwork, task-relevant knowledge, and collective efficacy predicted individual teamwork behaviors (rated by peers). Aggregated measures of teamwork behavior were related to subsequent collective efficacy, which was significantly related to final team performance.

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This article discusses the beneficial effects of setting goals in health behavior change and maintenance interventions. Goal setting theory predicts that, under certain conditions, setting specific difficult goals leads to higher performance when compared with no goals or vague, nonquantitative goals, such as "do your best." In contrast to the graduated, easy goals often set in health behavior change programs, goal setting theory asserts a positive linear relationship between degree of goal difficulty and level of performance. Research on goal setting has typically been conducted in organizational and laboratory settings. Although goal setting procedures are used in many health behavior change programs, they rarely have been the focus of systematic research. Therefore, many research questions still need to be answered regarding goal setting in the context of health behavior change. Finally, initial recommendations for the successful integration of goal setting theory in health behavior change programs are offered.

While the construct of character is well grounded in philosophy, ethics, and more recently psychology, it lags in acceptance and legitimacy within management research and mainstream practice. Our research seeks to remedy this through four contributions. First, we offer a framework of leader character that provides rigor through a three‐phase, multi‐method approach involving 1817 leaders, and relevance by using an engaged scholarship epistemology to validate the framework with practicing leaders. This framework highlights the theoretical underpinnings of the leader character model and articulates the character dimensions and elements that operate in concert to promote effective leadership. Second, we bring leader character into mainstream management research, extending the traditional competency and interpersonal focus on leadership to embrace the foundational component of leader character. In doing this, we articulate how leader character complements and strengthens several existing theories of leadership. Third, we extend the virtues‐based approach to ethical decision making to the broader domain of judgement and decision making in support of pursuing individual and organization effectiveness. Finally, we offer promising directions for future research on leader character that will also serve the larger domain of leadership research.

Uniting separate research streams on situational and dispositional goals, we investigated goal setting and goal orientation together in a complex business simulation. A specific learning goal led to higher performance than did either a specific performance goal or a vague goal. Goal orientation predicted performance when the goal was vague. The performance goal attenuated correlations between goal orientation and performance. The correlation between a learning goal orientation and performance was significant when a learning goal was set. Self-efficacy and information search mediated the effect of a learning goal on performance. This research was supported, in part, by Social Sciences and Humanities Research Council grants to the first and second authors. We thank Edwin Locke, Don VandeWalle, and three anonymous reviewers for their comments on a draft of this paper.