Abstract
Effects of two types of performance feedback, goal discrepancy (GDF) and past-performance discrepancy (PDF), on acceptance of assimed goals and personal goal levels were examined. Subjects were 110 introductory psychology students, 90 in an experimental and 20 in a control condition, who performed an anagram task for seven trials. Assigned goals for experimental subjects became increasingly difficult. The importance of understanding factors affecting goal acceptance was discussed
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