Additive Effects of Task Difficulty and Goal Setting on Subsequent Task Performance.
The setting of difficult goals consistently has been found to improve performance in both laboratory and field settings. However, the setting of difficult goals has sometimes been confounded with the difficulty of the task. This especially is true in field studies where the difficulty of goals and m...
| Publicado en: | Journal of Applied Psychology Vol. 61; no. 3; pp. 319 - 325 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Jun76
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=17302908&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17302908 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00219010 JAY jtl: Journal of Applied Psychology issn: 00219010 maglogo: N pubinfo: dt: Jun76 vid: 61 iid: 3 pid: 34 pub: American Psychological Association artinfo: ui: 17302908 10.1037/0021-9010.61.3.319 ppf: 319 ppct: 6 formats: tig: atl: Additive Effects of Task Difficulty and Goal Setting on Subsequent Task Performance. aug: au: Campbell, Donald J. Ilgen, Daniel R. affil: Indiana/Purdue University su: Chess Task analysis Goal setting in personnel management College students Goal (Psychology) Factorial experiment designs Problem solving Fieldwork (Educational method) Applied psychology sug: subj: Chess Task analysis Goal setting in personnel management College students Goal (Psychology) Factorial experiment designs Problem solving Fieldwork (Educational method) Applied psychology ab: The setting of difficult goals consistently has been found to improve performance in both laboratory and field settings. However, the setting of difficult goals has sometimes been confounded with the difficulty of the task. This especially is true in field studies where the difficulty of goals and more complex tasks often co-vary. The present study was designed to investigate the relative contribution of goal setting and task difficulty to performance on chess problems. Employing a 3 × 3 factorial design, 82 chess-playing undergraduates attempted to solve either easy, moderately difficult, or difficult chess problems, after accepting either an easy, moderately difficult, or difficult goal. The results showed that both goals and task difficulty contributed additively to task performance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1976 holdings: @attributes: islocal: N |
|---|