Title page for ETD etd-05032001-162016

Type of Document Master's Thesis
Author Breland IV, Benjamin Tyson
Author's Email Address bbreland@vt.edu
URN etd-05032001-162016
Title Learning and Performance Goal Orientations' Influence on the Goal Setting Process: Is there an Interaction Effect?
Degree Master of Science
Department Psychology
Advisory Committee
Advisor Name Title
Donovan, John J. Committee Chair
Harvey, Robert J. Committee Member
Mullins, Morell E. Jr. Committee Member
  • Self-Efficacy
  • Goal Setting
  • Goal Orientation
Date of Defense 2001-05-01
Availability unrestricted
The present study set out to examine the role of learning and performance goal orientation on goal setting and self-efficacy. More specially, the present study attempted to verify the results of the effects of learning goal orientation and to clarify the role of performance goal orientation. In addition, the role of self-efficacy and the possibility of an interaction between learning goal orientation and performance goal orientation were also examined.

While the present study did not find a significant impact of dispositional goal orientation on any motivational variables examined, relatively strong support was found for the impact of situational learning and performance goal orientation on both goal choice and self-efficacy. As expected, learning goal orientation was a predictor of goal choice and self-efficacy, in that individuals who display a strong learning goal orientation set higher goals and demonstrate increased levels of self-efficacy. Contrary to past research, performance goal orientation was found to be an extremely strong, positive predictor of both goal choice and self-efficacy. The presence of this positive relationship could indicate the possibility of a potential task moderator.

Although strong support was found for the independent effects of goal orientation on goal choice and self-efficacy, partial mediation by self-efficacy of learning goal orientation and goal choice was not found. Similarly, the results obtained in the present study did not provide evidence of an interaction between the two goal orientation dimensions in predicting either goal choice or self-efficacy. Taken as a whole, the present study does provide support for the importance of learning and performance goal orientation in the formation of self-set goals and one’s level of self-efficacy.

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