A conceptualization and the test of the influences of the individual differences in goal setting situations

This research tests a hypothesized model of the relationships among several individual difierences and variables associated with the setting of goals. Participants uere randomly assigned lo a self-set goal condition. or to moderatel? or very-difficult assigned-goal on-ditions. By aggregating scores of performance. personal goals. ratings of self-efficacy. and goal commitment over multiple goal-setting and task-performance occasions, the oteral l relationships among these variables and need for achievement, self-esteem. and low \ ot control uere determined. Results provide strong suppon for Locke and Latham's (IYY0a. 1990b) model of the goal-per(brmance relation. but fail to support the hypothesized role of individual differences. The implications o f these findings and individual differencer in goal-setting situations are discussed. Goal setting has become a useful strategy for increasing motivation in a vari-ety of situations. Research on goal setting has usually focused on how the tech-nique can be used most efficiently to maximize performance (see Locke & Latham, 1990a, for a review). This goal-performance relationship is the corner-stone of goal-setting research. However, less is known about how personality variables and other attributes associated with the task performer contribute to the effectiveness of the goal-setting process (Austin & Klein, 1996). To increase our knowledge about these variables in conjunction with the goal-setting process, this study tests a proposed model of the effects of need for achievement, self-esteem, and locus of control in both self-set and assigned goal-setting situations. Initially, this paper will discuss the attributes of the goal, task performer. and sit-uation that influence the goal-performance relation. 'This report is based on a master's thesis completed by the first author, suhmitted in partial ful-fillment of the requirements for the degree of Master of Science in Ps).chology at North Dakota State University. We would like to thank Sandra Holbrook. Jim Council, and Kevin McCaul for their com