Goal orientation and ability: Interactive effects on self-efficacy, performance, and knowledge.

Abstract

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 current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to self-efficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. 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. The implications of these results for future research on goal orientation are discussed. KeywordsGoal, orientation, ability, cognition, performance, learning, self-efficacy, knowledge, individual 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 current paper argues that whether a particular type of goal orientation is adaptive or not adaptive depends on individuals' cognitive ability. Results indicated that the direct associations of learning and performance orientations were consistent with previous research. Learning orientation was positively related to selfefficacy, performance, and knowledge, while performance orientation was negatively related to only one outcome, performance. 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. The implications of these results for future research on goal orientation are discussed.Goal Orientation and Ability 3Goal Orientation and Ability: Interactive Effects on Self-Efficacy, Performance, and Knowledge Recent theory and research have begun to emphasize the importance of motivational characteristics as useful predictors of learning and performance. For example, a considerable amount of research over the past decade has demonstrated the relationship between goal orientation and the affective, cognitive, and behavioral reactions of individuals in achievement settings, such as the classroom and in athletics (e.g., Duda & Nicholls, 1992;Dweck & Leggett, 1988). More recent research has shown that goal orientation has important implications in training and employment contexts as well (e.g., Fisher & Ford, 1998;Kozl...

Current issues and future directions in simulation-based training in North America

“…In addition, goal orientation dispositions (learning, performance-prove, and performance-avoid) interacted with error framing (instructions to make or avoid errors) to influence motivational states. There is also evidence that cognitive ability and goal orientation dispositions interact to influence self-regulatory processes and performance in Simulation-Based Training 28 simulation-based training (Bell & Kozlowski, 2002b), so these individual differences are fertile areas for further research. However, it is also important to recognize that there may be individual differences that are unique to simulation-based training environments.…”

Assessing the Impact of Ability-Based Pairing Strategies in Team Training of a Complex Skill

“…In particular, training teams emphasizing a mastery orientation could enrich efficacy beliefs at both team and individual levels, which in turn could enhance performance in more difficult, transfer situations (Kozlowski, Gully, Brown, Salas, & Nason, 2001). Furthermore, we would expect the influence of goal orientation to be moderated by the ability composition of the training teams (Bell & Kozlowski, 2002).…”

Understanding Quality of Learning in Digital Learning Environments: State of the Art and Research Needed

“…Cognitively, deep-learning strategies only proved effective if based on sufficiently robust knowledge (Bell and Kozlowski 2002). On a motivational level, (Hidi and Renninger 2006) and (Renninger et al 2012) hypothesized that the development of structured knowledge in long-term memory, based on a given topic would promote further development of interest in the subject.…”