"Task planning and energy expended: Exploration of how goals influence performance": Correction to Earley et al.

Reports an error in "Task planning and energy expended: Exploration of how goals influence performance" by P. Christopher Earley, Pauline Wojnaroski and William Prest (Journal of Applied Psychology, 1987[Feb], Vol 72[1], 107-114). Table 1 on page 109 appeared with reversed labels for the high and low conditions. The corrected Table 1 is provided in the erratum. (The following abstract of the original article appeared in record 1987-17299-001.) Although many studies demonstrate the effectiveness of goal setting in organizations, it is unclear how goals actually influence performance. The present studies examined the effect of assigned goals and task information on performance, energy expended, and task planning or organizing. In Study 1, a 2×2 (Information×Goal) design was used. Subjects were 72 undergraduates working on a business simulation. In Study 2, 129 male and female workers from a service organization and a moving company responded to a survey assessing an individual's goal setting, job training, energy expended during a typical task performance, and task planning undertaken prior to performance. The results of both studies demonstrated that goal setting and task training influenced the dependent variables. In addition to influencing an individual's energy expended (effort and persistence), a specific goal led an individual to plan and organize more than did an individual given a general goal (i.e., "do your best"). The results of both studies suggest that goal setting and task-relevant information influence performance, in part, through their influence on energy expended and planning. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum to Latham, Mitchell, and Dossett.

Reports an error in the original article by Gary P. Latham, Terence R. Mitchell, and Dennis L. Dossett (Journal of Applied Psychology, 1978, Vol. 63, No. 2, pp. 163-171). In Table 1 of the article, the mean for assigned goal setting and public recognition is incorrect. The corrected mean is given. (The following abstract of this article originally appeared in record 1979-02470-001.) In Study 1, 76 engineers/scientists either participated in the setting of, or were assigned, specific behavioral goals during their performance appraisal. Participative goal setting resulted in more difficult goals being set than was the case when the goals were assigned. Perceptions of goal difficulty, however, were not significantly different in the 2 goal-setting conditions. In Study 2, the analysis of the performance data collected 6 mo later on 132 engineers/scientists revealed main effects for both goal setting and anticipated rewards. Only participative goal setting led to significantly higher performance than a "do your best" and a control group condition. There was no significant difference between the performance of the latter 2 conditions despite the fact that the individuals in the do-your-best group received knowledge of results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Motivational Looking Glass: How Significant Others Implicitly Affect Goal Appraisals.

Three studies manipulate the accessibility of significant-other representations to explore how these representations may automatically influence how goals are construed and experienced. Study 1 finds that the perceived attainment expectations of a significant other automatically affect participants' own task-goal expectations and their subsequent task performance and persistence. Study 2 finds that the general perceived value that a significant other places in attaining a task goal automatically affects participants' own attainment value appraisals, their task persistence and performance, and the magnitude of their reaction to success and failure feedback. Finally, Study 3 demonstrates that the regulatory focus prescribed by a significant other may automatically affect participants' own regulatory focus with regards to a task goal, with consequences for their cheerfulness-dejection and relaxation-agitation responses to success and failure feedback. The implications for our understanding of social influence and self-regulation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task Interest and Actual Performance: The Moderating Effects of Assigned and Adopted Purpose Goals.

This research examined whether and which purpose goals moderate the relationship between task interest and actual performance and whether assigned goals have different effects (Study 1) than adopted goals (Study 2). Two studies were conducted using a full 2 X 2 design of the performance-mastery and approach-avoidance distinctions, plus control conditions. In the control conditions, that is, in a neutral purpose goal context, the expected positive relationship between initial task interest and actual performance was found. In a purpose goal context, this link held only for a congruent mastery-approach goal (either assigned or adopted). The gain in task interest found in a neutral purpose context was observed in the purpose goal conditions only when participants attained their purpose goals. It was concluded that having an incongruent purpose goal may undermine the positive effect of prior task interest on actual performance as well as on subsequent task interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Additive effects of task difficulty and goal setting on subsequent task performance.

Notes that the setting of difficult goals has been consistently found to improve performance in both laboratory and field settings; however, the setting of difficult goals has sometimes been confounded with the difficulty of the task especially in field studies where the difficulty of goals and more complex tasks often co-vary. The present study investigated the relative contribution of goal setting and task difficulty to performance on chess problems. Employing a 3 * 3 factorial design, 82 chess-playing undergraduates attempted to solve either easy, moderately difficult, or difficult chess problems, after accepting either an easy, moderately difficult, or difficult goal. Results show that both goals and task difficulty contributed additively to task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does self-regulation require cognitive resources? Evaluation of resource allocation models of goal setting.

The resource allocation model of goal setting (R. Kanfer & P. L. Ackerman, 1989) maintains that self-regulation initiated through goal setting requires attentional resources that could be more productively applied to skill acquisition and complex task performance. The current study questioned this hypothesis because attentional resources had not been directly manipulated or measured in studies supporting the model. Thus, alternative explanations that are based on other complex task goal-setting models cannot be excluded. As a direct test of the resource allocation hypothesis, dual task methodology was used to measure the attentional resource requirements of self-regulation. Even at the limits of human information processing, participants who were assigned difficult, specific goals performed at least as well on the secondary task as did individuals with do-your-best goals. These findings suggest that self-regulation does not necessarily require attentional resources. Implications for theory and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selective corticostriatal dysfunction in schizophrenia: Examination of motor and cognitive skill learning.

[Correction Notice: An erratum for this article was reported in Vol 22(3) of Neuropsychology (see record 2008-05020-015). Table 1 on page 102 should have included the BPRS Depression-Anxiety subscale score 9.00 (3.99) under the column heading Schiz pts. Table displays means with standard deviations in parentheses.] [Correction Notice: An erratum for this article was reported in Vol 22(2) of Neuropsychology (see record 2008-02526-002). The DOI for the supplemental materials was printed incorrectly. The correct DOI is as follows: http://dx.doi.org/10.1037/0894-4105.22.1.100.supp.] It has been suggested that patients with schizophrenia have corticostriatal circuit dysfunction (Carlsson & Carlsson, 1990). Skill learning is thought to rely on corticostriatal circuitry and different types of skill learning may be related to separable corticostriatal loops (Grafton, Hazeltine, & Ivry, 1995; Poldrack, Prabhakaran, Seger, & Gabrieli, 1999). The authors examined motor (Serial Reaction Time task, SRT) and cognitive (Probabilistic Classification task, PCT) skill learning in patients with schizophrenia and normal controls. Development of automaticity was examined, using a dual task paradigm, across three training sessions. Patients with schizophrenia were impaired at learning on the PCT compared to controls. Performance gains of controls occurred within the first session, whereas patients only improved gradually and never reached the performance level of controls. In contrast, patients were not impaired at learning on the SRT relative to controls, suggesting that patients with schizophrenia may have dysfunction in a specific corticostriatal subcircuit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal orientation and task demand effects on motivation, affect, and performance.

Two studies tested the joint effects of goal orientation and task demands on motivation, affect, and performance, examining different factors affecting task demands. In Study 1 (N?=?199), task difficulty was found to moderate the effect of goal orientation on performance and affect (i.e., satisfaction with performance). In Study 2 (N?≠&189), task consistency was found to moderate the effect of goal orientation on self-efficacy and intrinsic motivation. Results are discussed in relation to self-regulatory processes cued by goal orientations, attentional resource demands, and the need to match goal orientations to the nature of the task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of training in verbal self-guidance on performance effectiveness in a MBA program.

The present field experiment examined the effects of training in verbal self-guidance (VSG) and a motivational intervention, goal setting, on the performance effectiveness of students in a MBA program. Performance effectiveness was assessed in terms of outcome (i.e., GPA) and behavioural (i.e., interpersonal skills) measures as well as a composite criterion (performance effectiveness). MBA students (n = 126) were randomly assigned to a 2 (VSG training/control) × 2 (goal setting/do your best) factorial design. The results revealed a main effect for VSG on performance effectiveness. There was an interaction effect such that participants who were trained in VSG and set goals had the highest level of performance effectiveness. A subsequent analysis revealed that the main effect for VSG on performance was spurious due to an ordinal interaction effect. Hence, VSG may be most effective when combined with goal setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The stereotyped task engagement process: The role of interest and achievement motivation.

Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task in the context of math-gender stereotypes would negatively affect undergraduate women's task interest, particularly for those higher in achievement motivation who were hypothesized to hold performance-avoidance goals in response to the threat. Compared with when the stereotype was nullified, while under stereotype threat an assigned performance-avoidance (vs. -approach) goal was associated with lower interest for women higher in achievement motivation (Study 1), and women higher (vs. lower) in achievement motivation were more likely to spontaneously adopt performance-avoidance goals (Study 2). The motivational influence of performance-avoidance goals under stereotype threat was primarily mediated by task absorption (Study 3). Implications for the stereotyped task engagement process (Smith, 2004) are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived performance norm as a mediator in the effect of assigned goal on personal goal and task performance.

We conducted two experiments to test the hypothesis that assigned goals affect personal goals and task performance, in part, by providing normative information about the task. Normative information inferred from the goal was expected to influence performance expectancy and performance valence, which, in turn, would affect personal goal and, ultimately, performance. In Experiment 1, 60 undergraduate students were assigned performance goals of varying difficulty on a brainstorming task, and measures of perceived norm, performance expectancy, performance valence, personal goal, and task performance were obtained. Results of analyses of covariance and path analysis were generally consistent with the proposed cognitive mediation model. In Experiment 2, information about the performance norm was manipulated independently of goal difficulty for 135 undergraduates working on the same brainstorming task. Results of similar analyses revealed that (a) the effects of goal difficulty observed in Experiment 1 were attenuated by the presentation of normative information and (b) performance norm had significant effects on all of the dependent variables. The findings have implications for the integration of motivation theories and for the use of goal setting as a motivational technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting and task performance: 1969–1980.

Results from a review of laboratory and field studies on the effects of goal setting on performance show that in 90% of the studies, specific and challenging goals led to higher performance than easy goals, "do your best" goals, or no goals. Goals affect performance by directing attention, mobilizing effort, increasing persistence, and motivating strategy development. Goal setting is most likely to improve task performance when the goals are specific and sufficiently challenging, Ss have sufficient ability (and ability differences are controlled), feedback is provided to show progress in relation to the goal, rewards such as money are given for goal attainment, the experimenter or manager is supportive, and assigned goals are accepted by the individual. No reliable individual differences have emerged in goal-setting studies, probably because the goals were typically assigned rather than self-set. Need for achievement and self-esteem may be the most promising individual difference variables. (3? p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal Regulation Across Time: The Effects of Feedback and Affect.

This research focused on the processes individuals use to regulate their goals across time. Two studies examined goal regulation following task performance with 6 samples of participants in a series of 8-trial task performance experiments. The experiments involved: (a) 3 task types, (b) 2 goal types, and (c) actual or manipulated performance feedback referring to the focal participant's own performance or to the participant's performance compared with others' performance. Applying multilevel methods, the authors examined (a) how performance feedback influences subsequent goals within individuals across both negative and positive performance feedback ranges, and (b) the mediating role of affect in explaining the relationship between feedback and subsequent goal setting. Results showed that participants adjusted their goals downwardly following negative feedback and created positive goal-performance discrepancies by raising their goals following positive feedback. In each sample, affect mediated substantial proportions of the feedback-goals relationship within individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Importance of participative goal setting and anticipated rewards on goal difficulty and job performance.

In Study 1, 76 engineers/scientists either participated in the setting of, or were assigned, specific behavioral goals during their performance appraisal. Participative goal setting resulted in more difficult goals being set than was the case when the goals were assigned. Perceptions of goal difficulty, however, were not significantly different in the 2 goal-setting conditions. In Study 2, the analysis of the performance data collected 6 mo later on 132 engineers/scientists revealed main effects for both goal setting and anticipated rewards. Only participative goal setting led to significantly higher performance than a "do your best" and a control group condition. There was no significant difference between the performance of the latter 2 conditions despite the fact that the individuals in the do-your-best group received knowledge of results. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of information, choice and task complexity upon goal acceptance, performance, and personal goals.

Tested the hypothesis that information about a goal and/or task, choice in setting a strategy to achieve a goal, and task complexity interact to influence goal acceptance, personal goals, and performance. A laboratory experiment with 96 college students working on a class-scheduling task was used to test the hypothesis. The task consisted of producing mock class schedules consisting of 5 nonredundant classes. The Ss were assigned to either high-information, choice manipulation, or task-complexity conditions. Ss were administered a questionnaire assessing goal acceptance, personal goals, and performance prior to and on completion of the task. Results of 3-way ANOVA conducted on measures of goal acceptance, personal goals, and performance supported the hypotheses that choice in goal-setting and the provision of information interact as do information and task complexity. A 2nd study conducted to generalize these findings also supported the hypotheses. In the 2nd study, 40 animal caregivers (average age 28 yrs) were participants in a replication of the laboratory experiment with task complexity as a repeated-measures factor. Findings are discussed as a means of expanding the position of participation within the goal-setting model. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A first examination of the relationships between primed subconscious goals, assigned conscious goals, and task performance.

The authors conducted 2 studies of subconscious goal motivation. First, the authors ran a pilot study to establish the effects of priming of subconscious goals on a performance task frequently used in goal setting research. Second, the authors conducted the main study in which the authors examined the effects of both priming of subconscious goals and assigned conscious goals on the same performance task. The authors found significant main effects of both manipulations and a significant interaction between subconscious and conscious goals. The effects of conscious difficult and do-best goals were enhanced by subconscious goals, although conscious easy goals were not affected. All effects from the main study still held after 1 day. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task difficulty, goal setting, and strategy on performance of a heuristic task.

Investigated the relative contribution of goal setting and task difficulty to performance on a heuristic computer task with 128 undergraduates who attempted to solve either easy or difficult maze puzzles. Each S was assigned either an easy, moderate, or difficult goal or told to do his/her best. One month prior to the experiment, Ss responded to the Neuroticism scale of the Eysenck Personality Inventory to collect data on arousal. Data were also collected on acceptance, commitment, task complexity, and performance. Results show that both goals and task difficulty affected task performance, arousal, and perceptions of task complexity. A linear, rather than curvilinear, relationship was found between task arousal and performance. Contrary to prior research by G. A. Bassett (see record 1980-33518-001), results also show that, when the task was difficult, the setting of a difficult goal led to significantly lower performance. The decrease in performance in the difficult goal condition was attributed to the variation in performance strategy employed by these Ss as opposed to other Ss. It is argued that the setting of difficult goals may not be an effective motivational strategy when a heuristic, rather than algorithmic, solution is needed. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of goal setting and group size on performance in a social dilemma.

Examined the effect of self-set personal and assigned group goal setting on an individual's behavior in 3- and 7-person groups confronted with a social dilemma. 274 Ss earned between $1.82 and $4.94 by investing money in either a personal account or a group account. Self-set personal goals that were compatible with an assigned group goal led to higher group performance than self-set incompatibly high ("greedy") personal goals. Collective-efficacy in making money, outcome expectancies that cooperation with others leads to the attainment of the group's goal, and group goal commitment correlated positively with group performance. Ss in 7-person groups (N?=?28) were less cooperative than those in 3-person groups (N?=?26). Ss in 7-person groups had lower collective-efficacy, lower outcome expectancies, and lower commitment to the group goal than did Ss in 3-person groups. Furthermore, individual performance in 7-person groups was significantly lower than individual performance in 3-person groups. A social dilemma appears to be a boundary condition for the normally positive effect of group goal setting on group performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship orientation as a moderator of the effects of social power.

This research examined the hypothesis that the concept of power is mentally associated with different goals for individuals with a communal versus an exchange relationship orientation (M. S. Clark & J. Mills, 1979). It was predicted that communals associate power with social-responsibility goals, whereas exchangers link power with self-interest goals. Thus, when power is activated, distinct goals should be ignited for communals and exchangers. Power was primed unobtrusively using semantic cues in Study 1 and using naturally occurring, environmental cues in Studies 2 and 3. Across studies, power-primed communals responded in socially responsible ways, whereas power-primed exchangers acted more in line with their self-interests. These power–goal effects occurred nonconsciously. Overall, the data support taking a Person?×?Situation approach—one that allows for moderators such as relationship orientation—to understand power's positive and negative effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proximal versus distal goal setting and intrinsic motivation.

A. Bandura and D. H. Schunk (see record 1982-07527-001) demonstrated that proximal goal setting can develop self-efficacy and intrinsic motivation from previously low levels. The present study examined the effect of goal proximity on intrinsic motivation when initial task interest was high. 66 female undergraduates were assigned either proximal or distal performance goals, or were not provided with goals, prior to completing a series of enjoyable word puzzles. Distal goal setting enhanced subsequent intrinsic motivation relative to conditions involving proximal goals or no goals. Proximal goal setting, however, produced more positive goal attainment expectations over the course of task engagement and enhanced final perceptions of performance quality to a lesser degree. Findings are interpreted according to E. L. Deci's (1975) cognitive evaluation theory of intrinsic motivation. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)