Abstract
The following study was designed to investigate individual differences in anagram performance using differential methods of goal setting. Subjects were 63 female college undergraduates who were divided into high and low need achievers. Goals for performance task were either assigned by the experimenter or determined by the subject. Low need achievers who received externally imposed goals performed more poorly on the task than did low need achievers with self-set goals or high need achievers with imposed goals. These results were discussed in regard to Locke's goal-setting theory and provide direction for future research in the area of individual differences in goal setting and performance.
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