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Examining Situationally Induced State Goal Orientation Effects on Task Perceptions, Performance, and Satisfaction: A Two‐Dimensional Conceptualization 1
Author(s) -
SteeleJohnson Debra,
Heintz Paul,
Miller Corey E.
Publication year - 2008
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2008.00308.x
Subject(s) - psychology , conceptualization , perception , task (project management) , state (computer science) , social psychology , goal orientation , cognitive psychology , artificial intelligence , computer science , management , algorithm , neuroscience , economics
We examined the longitudinal effects of situationally induced 2‐dimensional state goal orientations (i.e., achievement goals) on perceptions, performance, and satisfaction. Results ( N = 268) indicated that high state learning cues led to higher perceived challenge and, for higher ability individuals, greater performance gains. Further, high state performance cues led to higher perceived effort. However, results revealed that state learning and performance effects were more complex than expected. State learning effects on challenge and state performance effects on effort were both stronger with other cues absent. Additionally, increasingly beneficial state learning cue effects were stronger for higher ability individuals. Thus, results provided support that state learning and performance goals are separate dimensions, and their interactive effects need further examination.