Goals in Negotiation Revisited: The Impact of Goal Setting and Implicit Negotiation Beliefs
Why this work is in the frame
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Bibliographic record
Abstract
Abstract In two studies, we investigated whether learning goals, which focus attention on task strategies rather than outcomes, affect negotiator behavior and results differently than performance goals. In Study 1, negotiators with learning goals had lower rates of impasse and were judged to be most cooperative. Study 2 replicated these results using a different task and also compared the impact of learning and performance goals to dispositional goal orientation. We found that implicit negotiation beliefs, derived from theories of dispositional goal orientation, were associated with value claiming and interacted with goal type such that the relationship was strongest in the learning goal condition. In addition, negotiators with learning goals developed greater understanding about their counterpart's interests and created more integrative deals. These results show that negotiated outcomes are influenced by both goal type and the extent to which negotiators view their skills as malleable.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it