The Effects of Goal Orientations and Supervisor Concerns on MBA Intern Learning and Performance

Abstract

Achievement goal orientations provide a useful framework for understanding what motivates MBA intern learning and performance. A study of 508 MBA interns working in over 245 organizations showed learning mediated the relationship of intern learning goal orientations to performance, while intern performance goals only had direct effects on performance. As situational inducements, supervisor concern for learning and performance explained unique variance in performance beyond interns' own goal orientations. Support was found for a supplementary fit perspective between interns with prove-performance goals and supervisor concern for performance. Interns also performed better when they viewed their supervisors as advocating a balance of concerns for both learning and performance during the internship. Implications for interns, business schools, and employers are discussed.