A meta-analytic examination of the goal orientation nomological net.
verifiedmedium profile · Journal of Applied Psychology · 2007
Payne, Stephanie C.; Youngcourt, Satoris S.; Beaubien, J. Matthew
How this was studied
A meta-analytic synthesis — it pools many primary studies rather than running a single design, so there is no single-study diagram.
What this article reports
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Models this article informs
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In the authors’ words
The article’s own abstract.
The authors present an empirical review of the literature concerning trait and state goal orientation (GO). Three dimensions of GO were examined: learning, prove performance, and avoid performance along with presumed antecedents and proximal and distal consequences of these dimensions. Antecedent variables included cognitive ability, implicit theory of intelligence, need for achievement, self-esteem, general self-efficacy, and the Big Five personality characteristics. Proximal consequences included state GO, task-specific self-efficacy, self-set goal level, learning strategies, feedback seeking, and state anxiety. Distal consequences included learning, academic performance, task performance, and job performance. Generally speaking, learning GO was positively correlated, avoid performance GO was negatively correlated, and prove performance GO was uncorrelated with these variables. Consistent with theory, state GO tended to have stronger relationships with the distal consequences than did trait GO. Finally, using a meta-correlation matrix, the authors found that trait GO predicted job performance above and beyond cognitive ability and personality. These results demonstrate the value of GO to organizational researchers.
What the literature says about it
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supports “Goal orientations have been found to play an important role in determining individuals’ attributions, attitudes, and performance (Payne et al., 2007; Jagacinski et al., 2010).”
supports “A mastery orientation has been shown to predict higher academic performance as well as job performance above and beyond the Big Five and cognitive ability (Payne et al., 2007; Corker et al., 2013).”
supports “Two meta-analyses have found that performance and learning are positively related to a learning-goal orientation but negatively related to a performance-avoid orientation (Payne et al., 2007; VanYperen et al, 2015).”
disputes “This finding is inconsistent with prior research, which has found a positive relationship between learning-goal orientation and performance and a negative relationship between the performance-avoid-goal orientation and performance (e.g., Payne et al., 2007; VanYperen et al., 2015).”
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