The effects of simultaneous learning and performance goals on performance: An inductive exploration

Abstract

This study was the first to examine the simultaneous use of multiple learning and performance goals on single task performance. We report the results of two studies (one study used self-set goals; the other study used assigned goals) to examine the effects of the concurrent pursuit of proximal and distal learning and performance goals. The first study was correlational in nature and the second used an experimental manipulation. In both we found a negative curvilinear relationship between total goal difficulty and performance. We discovered that an intermediate level of total goal difficulty was optimal. The results were also tied to self-efficacy and task strategies where additional curvilinear relationships were found. These results expand goal-setting theory and suggest new research directions. Our study has implications for managers who want to find the best combination of goals for their employees.