GOAL-SETTING, CONDITIONS OF PRACTICE, AND TASK-PERFORMANCE - A RESOURCE-ALLOCATION PERSPECTIVE

Hypotheses regarding the influence of goal assignments on performance of a novel, complex task under varying conditions of practice were der ived from a cognitive resource allocation model. Goals and type of pra ctice interacted in their effects on two key performance measures. In the massed-practice conditions, trainees assigned specific, difficult goals tended to perform poorer than trainees in the control (do your b est goal) condition. In the speed-practice conditions, goal trainees p erformed marginally better than control trainees. Self-report measures of goal commitment, and on-task, off-task, and affective thoughts dur ing breaks and task performance provide additional evidence for the in dependent and interactive effects of goals and practice conditions on motivation and performance. Results provide further support for the re source allocation framework. Implications for research and practice ar e discussed.