Examining Situationally Induced State Goal Orientation Effects on Task Perceptions, Performance, and Satisfaction: A Two-Dimensional Conceptualization1


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    Portions of the data reported in this article were presented at the 17th annual conference of the Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada, April 2002.

Correspondence concerning this article should be addressed to Debra Steele-Johnson, Department of Psychology, Wright State University, 3640 Colonel Glenn Highway, Dayton, OH 45435-0001. E-mail: debra.steele-johnson@wright.edu


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.