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Disentangling achievement orientation and goal setting: effects on self-regulatory processes
Steve W J Kozlowski1, Bradford S Bell
1Department of Psychology, Michigan State University, East Lansing, MI 48824-1116, USA. stevekoz@msu.edu
The Journal of Applied Psychology
|July 13, 2006
Summary
This study shows that training design factors like goal content significantly impact trainees' self-regulatory activity. Tailoring goal frames and content improves learning and performance, highlighting the importance of strategic training design.
Area of Science:
- Educational Psychology
- Cognitive Psychology
- Human Factors
Background:
- Based on Heckhausen and Kuhl's (1985) goal typology.
- Examines achievement orientation and goal-setting approaches.
- Focuses on trainees' self-regulatory activity.
Purpose of the Study:
- Investigate independent and integrated effects of achievement orientation and goal-setting on self-regulation.
- Analyze the impact of training design factors (goal frame, content, proximity) on self-regulatory activity.
- Understand how these factors influence the nature, focus, and quality of self-regulation.
Main Methods:
- Utilized a complex computer-based simulation.
- Involved 524 trainees.
- Examined three training design factors: goal frame, goal content, and goal proximity.
Main Results:
- All three factors significantly influenced trainees' self-regulation.
- Goal content demonstrated the most substantial impact.
- Congruent learning frames/content were more beneficial than congruent performance frames/content; incongruent combinations showed asymmetrical effects.
Conclusions:
- Training design factors critically influence self-regulatory activity in trainees.
- Strategic alignment of goal frames and content is crucial for effective self-regulation.
- Further research can refine understanding of these distinct domains and inform training design.