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Although goal-setting theory is among the most studied theories in organizational behavior and work motivation, the underlying motivations that drive the goal-performance effect have received less attention. The authors examined the role of self-evaluation in generating the goal-performance effect via blind testing in a laboratory experiment, in which participants (N = 405) performed an idea generation task under conditions eliminating the potential for external-evaluation. Designed to replicate and extend the work of Harkins, White, and Utman (2000), the results indicate that self-evaluation plays a role in generating the goal-performance effect, and that the pursuit of self-knowledge as well as self-validation plays a role in motivating self-evaluation. These findings support hypotheses that are consistent with goal setting theory and social comparison theory, and are contrary to Harkins et al. (2000). Implications for theory boundaries and work motivation are discussed

Determining the importance of self-evaluation on the goal-performance effect in goal setting: Primary findings.