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Goal Setting Theory

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Motiv Emot (2009) 33:343–352 DOI 10.1007/s11031-009-9143-3

ORIGINAL PAPER

The combined effects of goal type and cognitive ability on performance
Gerard Seijts Æ Dan Crim

Published online: 18 September 2009 Ó Springer Science+Business Media, LLC 2009

Abstract 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 results showed that participants with higher cognitive ability benefited more from the setting of a performance goal as opposed to a learning goal. The reverse pattern was true for participants with lower cognitive ability. Performance goals were more effective for participants with higher cognitive ability vis` a-vis those with lower cognitive ability. The correlation between goal commitment and performance was positive and significant as was the correlation between cognitive ability and performance. Keywords Learning goals Á Performance goals Á Cognitive ability Á Performance

Introduction More than a thousand studies have shown the positive effect of goal setting on subsequent task performance (e.g., Latham 2007; Locke and Latham 2002). The most difficult goals produce the highest levels of effort and performance (e.g., Locke and Latham 2002). Moderators or boundary conditions for goal setting include ability, feedback, task complexity, goal commitment and situational constraints (e.g., Locke and Latham 1990, 2002). Pinder (1984) concluded that ‘‘goal setting theory has demonstrated more scientific validity to date than any other
G. Seijts (&) Á D. Crim Richard Ivey School of Business, University of Western Ontario, 1151 Richmond Street North, London, ON N6A 3K7, Canada e-mail: gseijts@ivey.ca

theory or approach to work motivation’’ (p. 169). Miner (2003) found that goal setting was among the most

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