Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance

Several authors (e.g., J. T. Austin & H. J. Klein, 1996; R. Kanfer, 1990b, 1992) have urged researchers to examine comprehensive models of distal indi vidual differences as predictors of proximal motivational processes and per formance. Two field studies in an academic setting tested a model of relati onships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (s tate anxiety, task-specific self-efficacy, and goals), and learning perform ance. Most hypothesized relationships among these constructs received suppo rt when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In g eneral, state-like individual differences were found to mediate the relatio nships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future rese arch are provided.