Self-Regulation of Goals and Performance: Effects of Discrepancy Feedback, Regulatory Focus, and Self-Efficacy

Jessica M Nicklin,Kevin J Williams

doi:10.4236/psych.2011.23030

Abstract

We adopted a social cognitive approach of motivation (Bandura, 1986, 1989, 2002) to examine the influence of normative feedback and self-set goals on positive discrepancy creation and goal revision in the face of a novel task. The moderating effects of self-efficacy and regulatory focus were also examined. A laboratory study in-cluding 297 undergraduate students demonstrated that feedback, whether based on normative standards of performance or goal-performance discrepancies was a strong predictor of positive discrepancy creation and goal revision. Self-efficacy was also an independent predictor of goal revision, but regulatory focus was not. These findings have important practical implications for a variety of performance contexts (e.g., work, school, sports). Individuals will modify their goals based largely on feedback received (goal-performance discrepancies and normative standards); however, self-efficacy independently influences goal revision beyond the effects of feed-back. Other implications for research and practice are discussed.

Highlights

Participants were 297 undergraduate students (50.7% male) from a large public university in the northeast United States
This study sought to examine the effects of discrepancy feedback information from two sources: normative standards and self-set goals on goal revision processes on a novel task
The results demonstrate that people are able to manage discrepancy creation and reduction processes to boost performance over trials on a novel task

Summary

Introduction

Participants were 297 undergraduate students (50.7% male) from a large public university in the northeast United States. Recruitment was conducted through the university’s research pool. Students earned credits toward the research requirement. The majority of the sample was Caucasian, 66.7%. The remainder of the sample was diverse: 9.1% African American, 7.7% Hispanic/Latino, 12.5% Asian, and 3.7% other. The mean age was 18.71 (SD = 1.39; range 17 - 27) and a majority of the sample were Freshmen, 62%. Those that participated in the pilot studies were not eligible to participate in this study

Objectives

Results

Discussion

Conclusion