Disentangling achievement orientation and goal setting: Effects on self-regulatory processes

• 成果类型: Article
• 署名作者: Kozlowski, Steve W. J.; Bell, Bradford S.
• 署名单位: Michigan State University; Cornell University
• 刊物名称: JOURNAL OF APPLIED PSYCHOLOGY
• ISSN/ISSBN: 0021-9010
• DOI: 10.1037/0021-9010.91.4.900
• 发表日期: 2006
• 页码: 900-916
• 关键词: ACHIEVEMENT ORIENTATION; Goal setting; self-regulation; GOAL ORIENTATION

摘要

H. Heckhausen and J. Kuhl's (1985) goal typology provided the conceptual foundation for this research, which examined the independent and integrated effects of achievement orientation and goal-setting approaches on trainees' self-regulatory activity. Using a complex computer-based simulation, the authors examined the effects of 3 training design factors-goal frame, goal content, and goal proximity-cutting across these 2 theoretical domains on the nature, focus, and quality of the self-regulatory activities of 524 trainees. Results revealed that all 3 factors had a significant influence on self-regulation, with goal content exhibiting the greatest influence. In line with expectations, congruent learning frame and content compared with congruent performance frame and content was beneficial for trainees' self-regulatory activity, incongruent combinations of goal frame and content were better than congruent performance frames and content, and effects for the incongruent combinations cutting across the domains were asymmetrical. Theoretical extensions for further disentangling these distinct domains and training design implications are discussed.