The effect of commitment to a learning goal, self-efficacy, and the interaction between learning goal difficulty and commitment on performance in a business simulation

Human Performance

Volumn 24, Issue 3, 2011, Pages 189-204

  Seijts, Gerard H ^a   Latham, Gary P ^b  

^a UNIVERSITY OF WESTERN ONTARIO   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960371468     PISSN: 08959285     EISSN: None     Source Type: Journal    
DOI: 10.1080/08959285.2011.580807     Document Type: Article

References (39)

1. Anderson, J. R. (1985). Cognitive psychology and its implications. New York: Freeman.
2. Audia, P. G., Locke, E. A., & Smith, K. G. (2000). The paradox of success: An archival and a laboratory study of strategic persistence following radical environmental change. Academy of Management Journal, 43, 837-853.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freedman.
5. Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational Behavior and Human Decision Processes, 38, 92-113.
6. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
7. Brown, T. C., & Latham, G. P. (2002). The effects of behavioral outcome goals, learning goals, and urging people to do their best on an individual's teamwork behavior in a group problem-solving task. Canadian Journal of Behavioural Science, 34, 276-285.
8. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin.
9. Cianci, A. M., Klein, H. J., & Seijts, G. H. (2010). The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95, 618-630.
10. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Erlbaum.
11. Drach-Zahavy, A., & Erez, M. (2002). Challenge versus threat effects on the goal - performance relationship. Organizational Behavior and Human Decision Processes, 88, 667-682.
12. Durham, C., Knight, D., & Locke, E. A. (1997). Effects of leader role, team-set goal difficulty, efficacy, and tactics on team effectiveness. Organizational Behavior and Human Decision Processes, 72, 203-231.
13. Earley, P. C., Connolly, T., & Ekegren, G. (1989). Goals, strategy development and task performance: Some limits on the efficacy of goal setting. Journal of Applied Psychology, 74, 24-33.
14. Erez, M., & Zidon, I. (1984). Effect of goal acceptance on the relationship of goal difficulty to performance. Journal of Applied Psychology, 69, 69-78.
15. Frayne, C. A., & Latham, G. P. (1987). Application of social learning theory to employee self-management of attendance. Journal of Applied Psychology, 72, 387-392.
16. Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657-690.
17. Klein, H. J., Wesson, M. J., Hollenbeck, J. R., Wright, P. M., & DeShon, R. P. (2001). The assessment of goal commitment: A measurement model meta-analysis. Organizational Behavior and Human Decision Processes, 85, 32-55.
18. Kozlowski, S. W. J., & Bell, B. S. (2006). Disentangling achievement orientation and goal setting: Effects on self-regulatory processes. Journal of Applied Psychology, 91, 900-916.
19. Latham, G. P., & Budworth, M. H. (2006). The effect of training in verbal self-guidance on the self-efficacy and performance of Native North Americans in the selection interview. Journal of Vocational Behavior, 68, 516-523.
20. Latham, G. P., & Frayne, C. A. (1989). Self-management training for increasing job attendance: A follow-up and a replication. Journal of Applied Psychology, 74, 411-416.
21. Latham, G. P., & Lee, T. (1986). Goal setting. In E. A. Locke (Ed.), Generalizing from laboratory to field settings. Lexington, MA: Lexington Books.
22. Latham, G. P., & Locke, E. A. (2007). New developments and directions for goal setting. European Psychologist, 12, 290-300.
23. Latham, G. P., Seijts, G. H., & Crim, D. (2008). The effects of learning goal difficulty level and cognitive ability on strategy development and performance. Canadian Journal of Behavioural Sciences, 40, 220-229.
24. Locke, E. A. (1986). Generalizing from laboratory to field settings. Lexington, MA: Lexington Books.
25. Locke, E. A. (2007). The case for inductive theory building. Journal of Management, 33, 867-890.
26. Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.
27. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
28. Locke, E. A., Latham, G. P., & Erez, M. (1988). The determinants of goal commitment. Academy of Management Review, 1, 23-39.
29. Mitchell, T. R., & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology, Vol. 12: Industrial organizational psychology (pp. 225-254). New York: Wiley & Sons.
30. Mone, M. A., & Shalley, C. E. (1995). Effects of task complexity and goal specificity on change in strategy and performance over time. Human Performance, 8, 249-262.
31. Noel, T. W., & Latham, G. P. (2006). The importance of learning goals versus outcome goals for entrepreneurs. International Journal of Entrepreneurship and Innovation, 7, 213-220.
32. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
33. Seijts, G. H., & Latham, G. P. (2001). The effect of distal learning, outcome, and proximal goals on a moderately complex task. Journal of Organizational Behavior, 22, 291-302.
34. Seijts, G. H., & Latham, G. P. (2005). Learning versus performance goals: When should each be used? Academy of Management Executive, 19, 124-131.
35. Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: An integration of two different yet related literatures. Academy of Management Journal, 47, 227-239.
36. Yanar, B., Budworth, M. H., & Latham, G. P. (2009). The effect of verbal self-guidance training for overcoming employment barriers: A study of Turkish women. Applied Psychology: An International Review, 58, 586-601.
37. Winters, D., & Latham, G. P. (1996). The effect of learning versus outcome goals on a simple versus a complex task. Group and Organization Management, 2, 235-250.
38. Wood, R. E. (1986). Task complexity: Definition of the construct. Organizational Behavior and Human Decision Processes, 37, 60-82.
39. Wood, R. E., & Bandura, A. (1989). Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384.