The effects of goal type and ability on self-regulation in simple and complex tasks /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1990.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The purpose of this study was to investigate the role of self-regulatory processes in the motivational effects of goal setting. This was done within the framework of Kanfer and Ackerman's (1989) resource allocation model of task performance. It was hypothesized that task complexity moderates the goal-performance link due to the difficulty of engaging in self-regulation while performing complex tasks. This occurs because the high information processing demands associated with complex tasks prohibit the allocation of attentional resources to the act of self-regulation. The extent to which self-regulation becomes difficult within complex tasks was also hypothesized to be dependent upon the cognitive resources (ability) possessed by an individual. In addition, two goal characteristics were hypothesized to impact subjects' ability to engage in self-regulation while performing complex tasks; proximal vs. distal goals and outcome vs. behavioral goals. Goals that are proximal and/or stated in behavioral terms were hypothesized to reduce the cognitive burden placed on individuals by self-regulation and the complexity of a task. To test these hypotheses, one hundred and sixteen introductory psychology students were classified as either high or low ability. They then performed either a simple or complex task under one of four goal conditions. These goal conditions were (a) "do your best" goals, (b) distal goal only, (c) distal + proximal outcome goals, or (d) distal + proximal behavioral goals. The results showed a main effect for ability, within the complex task. In the simple task, an ability X goal type interaction was found. In this interaction low ability subjects performed significantly better when provided a proximal goal than when given only a distal goal. High ability subjects performed significantly better when provided with only a distal goal than when also given proximal goals. The results indicate that ability represents an important individual difference in subjects' use of self-regulation. It is also argued that the "simple" task was in fact somewhat complex when compared to the tasks used in many previous goal setting studies. Thus, the results lend support to the resource allocation model and the central role of self-regulation in motivated behavior. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Psychology." |
| Physical Description: | x, 112 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |