Goal orientation, task difficulty, and task interest: A multilevel analysis

1. Goal orientation, task difficulty, and task interest: A multilevel analysis 指導教授：Chen, Ming-puu 報 告 者：Chen, Wan-Yi 報告日期：2006. 12. 05 Horvath, M., Herleman, H. A., & McKie, R. L. (2006). Goal orientation, task difficulty, and task interest: Amultilevel analysis. Motivation and Emotion,30(2), 171-178.

2. Introduction • A vast array of research has shown that difficult and specific goals relate to superior performance • Students can set goals to be top achievers • Set goals to attain minimally passing grades • The present study adds to the literature on goal-setting by exploring the relationship between the situational factors of task difficulty and task interest simultaneously with the individual difference variables of goal orientation (GO)

3. Literature • Situational characteristics • Task difficulty is distinct from the difficulty of any goals set for task performance • Perceptions of difficulty would relate to lower self-set goals • Difficult tasks would result in lower expectancies for success, resulting in lower self-set goals • Control Theory, which states that individuals experiencing difficulty reaching a goal may choose to lower their goal • Interest theoreticians typically distinguish between interest and the similar construct of intrinsic motivation, viewing interest as either a precursor to or as one facet of motivation

4. Literature • Goal orientation • Goal Orientation refers to a set of higher-order goals that help to determine individuals’ attitudes and behaviors in achievement situations • A higher level of Mastery Goal Orientation are more likely to be guided by a desire to develop their competence on the task at hand • Differ in levels of Performance Orientation, in which they desire to demonstrate their competence or avoid demonstrating their incompetence on tasks • GO: Prove GO、Mastery GO、Avoidance or Avoid GO

5. Method • Participants • Participants were 592 undergraduate students enrolled in a mid-sized southeastern public university • Procedure and measures • Survey regarding the classes they were taking that semester • For each class, participants were asked three questions

6. Results

7. Results

8. Discussion • All three GO variables uniquely moderated the relationship between perceived task difficulty and goals • High levels of PGO or MGO buffered the effects of difficulty on goals, • Our research is congruent with recent research that has found GO variables to function as moderators of goal relationships. • The effects of GO on goals are not constant across levels of task difficulty

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