| Abstract: | Investigated the importance of supportive behavior by an authority figure when setting goals, using a brainstorming task. 90 college students were randomly assigned in a 2?×?3 design to a supportive or nonsupportive condition and to 1 of 3 goal-setting conditions (assigned, participative, and "do your best"). Goal difficulty was held constant between the assigned and the participative conditions. Supportive behavior resulted in higher goals being set than nonsupportive behavior. Participation appears to be important in that it increases understanding of task requirements. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
