The effects of individual differences and goal origin on goal setting and performance

Abstract

The purpose of this study is to clarify the roles played by individual differences and goal origin in the goal setting process. In order to accomplish this objective this study (a) briefly reviews the existing empirical evidence on individual differences in the goal setting literature, (b) develops a model of the goal-setting process that specifies different roles for individual differences depending upon goal origin, and (c) tests hypotheses generated by this model in a laboratory setting. The results indicate that under self-set conditions variables associated with self-perceptions of task-specific ability, but not generalized self-esteem, are related to the difficulty of the goals selected, with more difficult goals being set by individuals high in task-specific ability perceptions. Furthermore, when goals are self-set, regardless of individual differences, the expectancy and valence of goal attainment tends to be high and invariant relative to assigned conditions (i.e., the motivation to pursue the goal is high), and a strong goal difficulty-performance relationship is in evidence for all subjects. Under assigned goal conditions, individual differences determine the reaction to the assigned goal. Individuals high in task-specific self-esteem have stronger expectancies for attaining the goal relative to those low in this trait; and, individuals high in generalized self-esteem exhibit higher valence for goal attainment than those low in generalized self-esteem. In assigned conditions, there was a positive goal difficulty-performance relationship only for individuals high in generalized self-esteem. Some evidence actually suggested that for subjects low in generalized self-esteem, it is better to assign low goals. Low goals seem to increase the self-perceived task-specific ability of these subjects which relates positively with performance.