CONSCIENTIOUSNESS, GOAL ORIENTATION, AND MOTIVATION TO LEARN DURING THE LEARNING-PROCESS - A LONGITUDINAL-STUDY

Conscientiousness and goal orientation were examined as (a) predictors of motivation to learn and (b) moderators of reactions to performance levels during the learning process, using an Expectancy X Valence fra mework. Learners (N = 103) participated in a 6-week course in which an objective performance goal was assigned. Results indicated that consc ientiousness and learning orientation were positively related to motiv ation to learn both initially and after performance feedback was given , whereas performance orientation was negatively related to motivation to learn at those 2 time periods. In addition, learning and performan ce orientation moderated the relationships between performance levels during the learning process and subsequent expectancy and valence.