Abstract
Summary Female university students participated in a reaction-time (RT) experiment in which challenging goal instructions were manipulated under conditions of minimal feedback. Goal-instructed subjects set personally perceived challenging goals and showed a maintenance of RT performance during a 100-trial experimental session. Subjects not receiving goal instructions showed a deterioration in RT performance during the experimental session. These findings extend Locke's views of the effects of personal goals on subsequent performance to applications involving minimal implicit knowledge of results. Future research must address Locke's hypothesis that personal goal setting is a necessary condition for task motivation.
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