Ability and Role Clarity as Enhancers of the Expectancy Theory Model

Pringle, Charles D.; DuBose, Philip B.

doi:10.2466/pr0.1995.76.2.522

Cited by 3 publications

(2 citation statements)

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“…Despite the intuitive appeal of models that propose a multiplicative relationship between cognitive ability and motivation, the existing body of empirical research has been unsupportive and mixed at best (e.g., Campbell & Pritchard, 1976;Kanfer & Ackerman, 1989;Pringle & DuBose, 1995). However, most studies that have tested ability-motivation interactions have conceptualized motivation as a stable trait that varies between people.…”

Section: Cognitive Abilitymentioning

confidence: 99%

A Multilevel Analysis of Effort, Practice, and Performance: Effects; of Ability, Conscientiousness, and Goal Orientation.

Yeo

Neal

2004

Journal of Applied Psychology

319

279

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This article examines the relationship between motivation and performance during skill acquisition. The authors used multilevel analysis to investigate relationships at within- and between-person levels of analysis. Participants were given multiple trials of practice on an air traffic control task. Measures of effort intensity and performance were taken at repeated intervals. As expected, the relationship between effort and performance increased with practice. Furthermore, the rate at which this effect strengthened was faster for individuals with high-ability or low-performance orientation. There was also an interaction between learning and performance orientations that only emerged after practice. By the end of practice, the negative effects of performance orientation were stronger for individuals with high learning orientation. Results highlight the importance of adopting a multilevel framework to enhance understanding of the link between motivation and performance.

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Section: Cognitive Abilitymentioning

confidence: 99%

A Multilevel Analysis of Effort, Practice, and Performance: Effects; of Ability, Conscientiousness, and Goal Orientation.

Yeo

Neal

2004

Journal of Applied Psychology

319

279

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“…As previously mentioned, past and current research presents mixed findings on the relationship between goal orientation and cognitive ability (Pringle & DuBose, ; Yeo & Neal, ). In this vein, a recent meta‐analysis investigating this relationship has indicated a weak correlation exists among cognitive ability and MGO (Payne et al, ).…”

Section: Mgo and Cognitive Abilitymentioning

confidence: 92%

Mastery goal orientation and cognitive ability effects on performance in learner‐guided training

Guarino

Whitaker

Jundt

2016

J Applied Social Pyschol

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To conserve resources, organizations are increasingly turning to learner‐guided training methods in which workers are given control over when, how, and what they cover in the learning process. However, the impact of individual differences such as goal orientation and cognitive ability has not been adequately addressed in learner‐guided training. This study seeks to advance our knowledge of how these differences affect performance through previously unexplored pathways. Specifically, we examined the indirect effects of mastery goal orientation and cognitive ability on post‐training performance in a learner‐directed training context. Findings indicate that off‐task thoughts mediate the positive effect of mastery goal orientation on post‐training performance, while declarative knowledge mediates the positive effect of cognitive ability on post‐training performance.

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The combined effects of goal type and cognitive ability on performance

Seijts

Crim

2009

Motiv Emot

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Ability and Role Clarity as Enhancers of the Expectancy Theory Model

Cited by 3 publications

References 0 publications

A Multilevel Analysis of Effort, Practice, and Performance: Effects; of Ability, Conscientiousness, and Goal Orientation.

A Multilevel Analysis of Effort, Practice, and Performance: Effects; of Ability, Conscientiousness, and Goal Orientation.

Mastery goal orientation and cognitive ability effects on performance in learner‐guided training

The combined effects of goal type and cognitive ability on performance

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