Goal Orientation and Ability: Interactive Effects on Self-Efficacy, Performance, and Knowledge

This study examined the direct relationship of goal orientation-and the interaction of goal orientation and cognitive ability-with self-efficacy, performance, and knowledge in a learning context. The authors argue that whether a particular type of goal orientation is adaptive or not adaptive depends...

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Bibliographic Details
Published in:Journal of applied psychology 2002-06, Vol.87 (3), p.497-505
Main Authors: Bell, Bradford S, Kozlowski, Steve W. J
Format: Article
Language:English
Subjects:
Ability
Adaptability (Personality)
Adaptation, Psychological
Adolescent
Adult
Biological and medical sciences
Case studies
Cognition
Cognition & reasoning
Cognitive abilities
Cognitive Ability
Female
Fundamental and applied biological sciences. Psychology
Goal Orientation
Goal setting
Goals
Human
Humans
Knowledge
Knowledge Level
Learning
Learning. Memory
Male
Motivation
Organizational learning
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Self Efficacy
Selfefficacy
Studies
Citations: Items that this one cites
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Summary:This study examined the direct relationship of goal orientation-and the interaction of goal orientation and cognitive ability-with self-efficacy, performance, and knowledge in a learning context. The authors argue that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Consistent with previous research, learning orientation was positively related to self-efficacy, performance, and knowledge, whereas performance orientation was negatively related to performance only. The interactions between goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally adaptive for high-ability individuals but had no effect for low- ability individuals. In contrast, the effects of performance orientation were contingent on both individuals' level of cognitive ability and the outcome examined.
ISSN:0021-9010
1939-1854
DOI:10.1037/0021-9010.87.3.497