Motivational effects of knowledge of results: A goal-setting phenomenon?

1968 ◽  
Vol 70 (6, Pt.1) ◽  
pp. 474-485 ◽  
Author(s):  
Edwin A. Locke ◽  
Norman Cartledge ◽  
Jeffrey Koeppel
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

Performance and knowledge of results as determinants of goal setting.

1971 ◽  
Vol 55 (6) ◽  
pp. 526-530 ◽  
Author(s):  
L. L. Cummings ◽  
Donald P. Schwab ◽  
Marc Rosen
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

Goal Setting and Feedback for the Development of Instructional Strategies

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1411-1427 ◽  
Author(s):  
George Tzetzis ◽  
Efthimios Kioumourtzoglou ◽  
George Mavromatis
Keyword(s):  
Instructional Strategies ◽  
Goal Setting ◽  
Repeated Measures ◽  
Combined Method ◽  
Knowledge Of Results ◽  
Complex Skills ◽  
Improved Performance ◽  
Practice Methods ◽  
Different Content ◽  
Better Than

This study was done to evaluate the effectiveness of three practice methods, (a) feedback as knowledge of performance (KP), (b) feedback as knowledge of results combined with the goal-setting method, and (c) a combination of knowledge of performance and results with the goal-setting method on the performance and learning of basketball skills of different complexity. Three groups ( n = 26) of children followed the practice methods and the performance (result), and technique of simple and complex basketball skills (dribble, pass, shoot, and lay-up) were assessed for their effectiveness. Subjects practiced using four exercises for each skill, three times a week, for eight weeks. A performance and a retention test (two weeks later) were conducted. A multivariate analysis of variance with repeated measures on the last factor indicated that knowledge of performance with results of goal-setting significantly improved the techniques of the more complex skills but it was significantly better than the knowledge of results and goal-setting method for passing. Giving knowledge of results and setting goals improved performance and proved to be better than the knowledge of performance method. Finally, the combined method was as good as the knowledge of performance and as good as the knowledge of results plus goal setting in performance but improvement was delayed mostly for the more complex skills. Attentional needs for the analysis of information given determined the success in skills execution and the effectiveness of the methods. The different content of the information given to the athletes may improve different aspects of motion or execution of the skills.

scholarly journals Motivation in vigilance: A test of the goal-setting hypothesis of the effectiveness of knowledge of results

1973 ◽  
Vol 1 (5) ◽  
pp. 291-292 ◽  
Author(s):  
Joel S. Warm ◽  
Sheryl W. Riechmann ◽  
Anthony F. Grasha ◽  
Barbara Seibel
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results

How Knowledge of Results and Goal Setting Function during Academic Tests

1977 ◽  
Vol 45 (4) ◽  
pp. 52-55 ◽  
Author(s):  
James O. Rust ◽  
Harold R. Strang ◽  
Brent Bridgeman
Keyword(s):  
Goal Setting ◽  
Knowledge Of Results ◽  
Academic Tests

Undesirable Effects of Goal Setting on Perceived Fairness, Commitment, and Unethical Behavior

2018 ◽  
Vol 62 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Nina Keith
Keyword(s):  
Goal Setting ◽  
Unethical Behavior ◽  
The United States ◽  
Goal Commitment ◽  
Management Technique ◽  
Long Term Effects ◽  
Perceived Fairness ◽  
Negative Effects ◽  
Positive Effects ◽  
And Performance

Abstract. The positive effects of goal setting on motivation and performance are among the most established findings of industrial–organizational psychology. Accordingly, goal setting is a common management technique. Lately, however, potential negative effects of goal-setting, for example, on unethical behavior, are increasingly being discussed. This research replicates and extends a laboratory experiment conducted in the United States. In one of three goal conditions (do-your-best goals, consistently high goals, increasingly high goals), 101 participants worked on a search task in five rounds. Half of them (transparency yes/no) were informed at the outset about goal development. We did not find the expected effects on unethical behavior but medium-to-large effects on subjective variables: Perceived fairness of goals and goal commitment were least favorable in the increasing-goal condition, particularly in later goal rounds. Results indicate that when designing goal-setting interventions, organizations may consider potential undesirable long-term effects.

Sign in / Sign up

Export Citation Format

Share Document