Goal setting theory (original) (raw)
A Theory of Goal Setting and Task Performance
Academy of Management Review, 1991
This article summarizes 35 years of research on the effects of conscious performance goals, in conjunction with self-efficacy, on the performance of tasks in work and organizational settings. We discuss the core findings, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and affect, the role of goals as mediators of personality, goal conflict, goals and risk, the relationship of conscious and subconscious motivation, and the generality of goal setting theory. The importance of conscious, goal-directed action in human life is stressed.
The development of goal setting theory: A half century retrospective
Motivation Science
This chapter summarizes the authors' joint development of the goal setting theory. The basic concept was based on more than 50 years of research and the formal theory has endured for 28 years (Locke & Latham, 1990). The theory was not developed through overgeneralization from only a few studies or by deduction but rather by induction. The inductions involved the integration of hundreds of studies involving thousands of participants. The theory initially focused solely on consciously set goals. To date, the goal setting theory has shown generality across participants, tasks, nationality, goal source, settings, experimental designs, outcome variables, levels of analysis (individual, group, division, and organizational), and time spans. The theory identifies both mediators and moderators of goal effects. Numerous subsequent studies since 1990 have supported the main tenets of the theory. New findings have enlarged our knowledge of the relevant mediators and moderators as well as showing new applications (Locke & Latham, 2013). Among these discoveries are when to set learning rather than performance goals, the effect of goals primed in the subconscious on job performance, and that goal effects are enhanced by having people write at length about them.
The Role of Goal Acceptance in Goal Setting and Task Performance
Academy of Management Review, 1983
Goal setting has been widely used to enhance work motivation. This paper discusses the importance of goal acceptance in moderating goal setting effects and shows how workers' acceptance of goals can be influenced at various stages of the progression from goal setting to goal attainment. A heuristic organization of goal acceptance strategies is proposed as a basis for extending the theoretical framework underlying goal setting research.
This article summarizes 35 years of research on the effects of conscious performance goals, in conjunction with self-efficacy, on the performance of tasks in work and organizational settings. We discuss the core findings, the mechanisms by which goals operate, moderators of goal effects, the relation of goals and affect, the role of goals as mediators of personality, goal conflict, goals and risk, the relationship of conscious and subconscious motivation, and the generality of goal setting theory. The importance of conscious, goal-directed action in human life is stressed.
Although goal-setting theory is among the most studied theories in organizational behavior and work motivation, the underlying motivations that drive the goal-performance effect have received less attention. The authors examined the role of self-evaluation in generating the goal-performance effect via blind testing in a laboratory experiment, in which participants (N ϭ 405) performed an idea generation task under conditions eliminating the potential for external-evaluation. Designed to replicate and extend the work of Harkins, White, and Utman , the results indicate that self-evaluation plays a role in generating the goal-performance effect, and that the pursuit of self-knowledge as well as self-validation plays a role in motivating self-evaluation. These findings support hypotheses that are consistent with goal setting theory and social comparison theory, and are contrary to . Implications for theory boundaries and work motivation are discussed.
Journal of Applied Social Psychology, 2013
In an educational setting, we examined the relationship of learning goal orientation with goal setting and performance over time. At the first time point, we assessed levels of trait learning goal orientation and asked participants to set performance goals. At each follow-up time point, we reported to participants their current course grade and allowed them to revise their goals. Learning goal orientation was associated with both setting higher goals and maintaining higher performance over time. Additionally, the relationship of learning goal orientation and performance was found to be mediated by goal setting.
APPLICATION OF GOAL SETTING THEORY
Purpose - The purpose of this study is to test the goal theory model originally developed by Locke and Latham in organizational setting in Turkey, and explain its influence on job satisfaction and affective commitment. Also mediating role of task specific strategy and moderating role of self-efficacy are examined. Methodology - Locke and Latham’s goal setting measure is adapted to Turkish. Survey method is employed to collect data from 222 respondents from automotive industry. Findings - Goal setting dimensions predicted affective commitment through full mediation of job satisfaction. However task specific strategy did not have significant mediation effect and self-efficacy did not moderate but explained directly. Conclusion - Even though goal setting theory can be used in Turkish setting to measure job satisfaction and affective commitment, factor structure is different than the original and goal clarity is the only core goal variable. Theoretically proposed moderators and mediators are found to have partial effects or no effect at all.
Impact of Process and Outcome Feedback on the Relation of Goal Setting to Task Performance
Academy of Management Journal, 1990
Our study examined two forms of feedback (process and outcome) as moderators of the relation of goal setting to performance. Subjects worked on a stock investment simulation under conditions of goal setting, process feedback, and outcome feedback. The results demonstrated that goal setting and process feedback interacted for task strategy whereas goal setting and outcome feedback interacted for self-confidence and effort.
Journal of Applied Social Psychology, 1998
A laboratory-based test of the theory of goal pursuit was conducted with results indicating substantial support for the theory. Goal attainment and task performance were predicted by a measure of trying, which was associated with the 4 mechanisms of effort, persistence, attention. and use of effective task strategies. Trying was predicted by an individual's intention to try. The intention to try was predicted by an attitude toward trying and a subjective norm toward trying. The individual's attitude toward the process and reactions to success and failure correlated with attitude toward trying. However, regression analyses indicated that the reactions toward failure did not contribute to the prediction of the attitude toward trying. Discussion focused on the utility of the theory of goal pursuit for understanding the processes by which goals influence performance.