Cummings, L. L.; Schwab, Donald P.; Rosen, Marc
December 1971
Journal of Applied Psychology;Dec71, Vol. 55 Issue 6, p526
Academic Journal
Previous performance on a simple addition task was found to exert a significant positive impact on the goal levels set by 80 Ss. When performance effects were accounted for, knowledge of results (KR) also influenced goals significantly. When the effects of four forms of KR were compared, correct KR increased goal level significantly above that generated by no KR, while incomplete KR increased goal level insignificantly, and erroneous low KR decreased performance below he level associated with no KR. Implications of the findings for administrative practice and goal-setting theory were discussed.


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