Combining personality variables and goals to predict performance

Abstract

This study contrasted the predictions of three theories ( Korman, 1970, 1976; Bandura, 1977, 1982a, 1982b, and 1986; Locke, 1968) which propose differing relations between expectations and performance. Task-specific self-esteem (TSSE), operationalized by a 41-item self-report scale, together with self-set or assigned goals, was used to predict typing speed and course grade. Subjects were 252 introductory typing students at a large university and two community colleges. TSSE predicted typing speed at .20 ( p ⩽ .01, two-tailed). TSSE moderated the relation between goals and words per minute typed, and locus of control moderated the relation between change in TSSE and performance. A path analysis was conducted which demonstrated the development of TSSE. The over identified model suggests that task experience and performance directly affect the development of TSSE and the setting of goals. Furthermore TSSE showed an effect on performance by directly influencing goals which subsequently affected performance. The direct links between TSSE and the performance criteria were weak. Theoretical implications for using personality variables and situational cues to predict performance are discussed, and suggestions for future research are made.