The Moderating Effect of Achievement Motive on Performance Feedback in Choices of Challenging Tasks

2021 ◽  
Author(s):  
Sergeja Slapničar ◽  
Karla Oblak ◽  
Mina Ličen
Keyword(s):  
Performance Feedback ◽  
Moderating Effect ◽  
Achievement Motive ◽  
Challenging Tasks

The Moderating Effect of Achievement Motive on Performance Feedback in Choices of Challenging Tasks

2021 ◽  
Author(s):  
Sergeja Slapničar ◽  
Karla Oblak ◽  
Mina Ličen
Keyword(s):  
Employee Engagement ◽  
Performance Feedback ◽  
Cognitive Task ◽  
Management Control ◽  
Interactive Effects ◽  
Achievement Motive ◽  
Failure Feedback ◽  
Challenging Tasks ◽  
And Performance ◽  
Subject Experiment

Successful employee engagement in cognitively challenging tasks is a driving force of performance in modern organizations. Research has shown that performance feedback can be a powerful management control tool to stimulate engagement in such tasks; however, little is known about how individuals with different achievement motive respond to it. This paper examines the main and interactive effects of achievement motive and performance feedback on engagement in tasks that become progressively more challenging. We designed a within-subject experiment deploying an increasingly difficult cognitive task. We find that feedback is a key determinant of engagement in challenging tasks, as the main effect and in the interaction with achievement motive. Failure feedback discourages individuals with low achievement motive more than those with high achievement motive. Success feedback strongly encourages individuals to engage in a challenging task and levels out differences in achievement motive.

Nonconscious Activation of Achievement Goals

2009 ◽  
Vol 68 (4) ◽  
pp. 193-200 ◽  
Author(s):  
Stefan Engeser
Keyword(s):  
Achievement Goals ◽  
Priming Effect ◽  
Achievement Goal ◽  
Word Class ◽  
Achievement Motive ◽  
Goal Priming ◽  
Series Of Experiments ◽  
Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

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