Abstract
Stage of task learning represents a potential moderator of the widely supported and often-cited goal-performance relationship. The potential moderating effect of task-learning stage on the goal-performance relationship was assessed in a laboratory experiment with 164 subjects. It was hypothesized that specific, difficult goals would result in higher performance than do-your-best goals when assigned to subjects in middle, as opposed to early or late, stages of task learning. Results supported this hypothesis, suggesting that the timing of goal assignment is a potentially important moderator of the goal-performance relationship. Implications for future researchers and practitioners are discussed.
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