The Effect of Learning versus Outcome Goals on a Simple versus a Complex Task

@article{Winters1996TheEO,
  title={The Effect of Learning versus Outcome Goals on a Simple versus a Complex Task},
  author={Dawn C. Winters and Gary P. Latham},
  journal={Group \& Organization Management},
  year={1996},
  volume={21},
  pages={236 - 250}
}
The effect of learning versus outcome goals on performance quality on a simple versus a complex scheduling task was examined using business school students as participants (n = 114). On a simple task an outcome goal led to significantly more correct schedules being produced than urging people to do their best. On a complex task, assigning a learning goal led to performance that was significantly higher than either an assigned outcome goal or being urged to do one's best. Self-efficacy was… 

The effect of distal learning, outcome, and proximal goals on a moderately complex task

The effects of learning versus outcome distal goals in conjunction with proximal goals were investigated in a laboratory setting using a class-scheduling task. The participants (n = 96) needed to

The combined effects of goal type and cognitive ability on performance

We tested the combined effects of goal type and cognitive ability on task performance using a moderately complex task. Business students (N = 105) worked on a 24 min class scheduling task. The

The effects of simultaneous learning and performance goals on performance: An inductive exploration

This study was the first to examine the simultaneous use of multiple learning and performance goals on single task performance. We report the results of two studies (one study used self-set goals;

How a Reflection Intervention Improves the Effect of Learning Goals on Performance Outcomes in a Complex Decision-Making Task

We aim to advance the learning goal literature by examining the contingent effect of a reflection intervention on the relationship between learning goals and performance in a complex decision-making

Learning versus performance goals: When should each be used?

Executive Overview Contrary to the extant thinking on motivation in the workplace, we argue that performance or outcome goals can have a deleterious effect on one's performance. We demonstrate that

Working Harder, Working Smarter, or Doing Both? How the Interpretation of Combined Learning and Performance Goals Affects Complex Task Performance

Goal setting research has shown that on novel, complex tasks people perform better with learning goals than performance goals. In practice, people must often learn and perform at the same time to

The Effects of Learning Goal Difficulty Level and Cognitive Ability on Performance

The relationship between the difficulty level of a learning goal and a person's (N = 146) performance on a task that required the acquisition of knowledge to perform effectively was examined.

Effects of group goal content on group processes, collective efficacy, and satisfaction

We examined the efficacy of groups possessing learning as opposed to performance goals on an interactive group task. As such, we predicted that the possession of learning goals focuses groups more on

The Importance of Learning Goals versus Outcome Goals for Entrepreneurs

Little is currently known about the cognitive processes entrepreneurs engage in as they develop and implement strategies. A computer simulation was used to investigate this question. Repeated
...

References

SHOWING 1-10 OF 20 REFERENCES

Task complexity as a moderator of goal effects: A meta-analysis.

Much evidence exists that supports the use of goal setting as a motivational technique for enhancing task performance; howevei; little attention has been given to the role of task characteristics as

Effect of self-efficacy, goals, and task strategies on task performance.

Abstract : This study examined the effect of self-efficacy, goals, and task strategies on goal choice and task performance. Self-efficacy and task strategies were manipulated through training.

Goals: an approach to motivation and achievement.

A framework in which goals are proposed to be central determinants of achievement patterns was tested, showing the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness.

A cognitive mediation theory of task goals and human performance

A theory is proposed to explain the linkages between individual task goals and performance. Two cognitive constructs are postulated to mediate between task goals and performance:performance

Motivational processes affecting learning.

Motivational processes influence a child's acquisition, transfer, and use of knowledge and skills, yet educationally relevant conceptions of motivation have been elusive. Using recent research within

Impact of conceptions of ability on self-regulatory mechanisms and complex decision making.

  • R. WoodA. Bandura
  • Business, Psychology
    Journal of personality and social psychology
  • 1989
Path analysis revealed that perceived self-efficacy had both a direct effect on organizational performance and an indirect effect through its influence on analytic strategies, and personal goals also affected organizational performance through the mediation of analytic strategies.

Cognitive and motivational effects of participation: A mediator study

Previous experimental studies of participation have typically examined its motivational (especially commitment) benefits. These studies showed that these benefits are neither large nor consistent.

Investigation of the construct validity of a self-report measure of goal commitment

The purpose of this research was to develop an etficient, construct-valid measure of goal commitment. Drawing from a set of 9 unidimensional items, a 4-item unidimensional scale was developed that

An analysis of learned helplessness: II. The processing of success.

Compared to mastery-oriented children, helpless children underestimated the number of success (and overestimated the numberOf failures), did not view successes as indicative of ability, and did not expect the successes to continue, so successes are less salient, less predictive, and less enduring--less successful.