THE EFFECTS OF ASSIGNED AND SELF-SET GOALS ON TASK-PERFORMANCE

This study investigated the effect of three goal-setting conditions (s elf-set, assigned, and control) and two levels of self-motivation (med ium and high) on the performance of females participating in 12 univer sity weight training classes (N = 252). The subjects' levels of self-m otivation were assessed via Dishman, Ickes, and Morgan's (1980) Self-M otivation Inventory (SMI). The baseline and performance trials were an alyzed in a 3 x 2 x 10 (Goal Condition x Motivation Level x Trial) ANC OVA design, with repeated measures on the last factor and baseline as the covariate. A significant interaction of goal-setting groups and tr ials was found. Planned comparisons indicated that the assigned goal g roup was statistically superior to the control and to the self-set gro ups from Trial 3 through retention. In addition, the two goal-setting groups were statistically superior to the control group at the seventh through retention trials. The subjects' SMI levels were not found to moderate the effect of goal setting on performance.