Search

An experiment tested a model in which affect reflects rate of movement (velocity) toward one's behavioral goal. Participants responded to an ambiguous task and received false feedback regarding their performance. The pattern of feedback either remained fairly constant at 50% correct, went from low incidence of correct to 50% correct across trials, or went from high incidence of correct to 50% correct across trials. Self-reported mood change (from before the task to the point at which all groups received 50% correct) took the following pattern: Participants moving from frequent correct to 50% correct (low velocity) changed to less positive mood, whereas those moving from infrequent correct to 50% correct (high velocity) tended to change to more positive mood. Discussion centers on convergence between these findings and those of previous research.

The relationship between the content of goals and well-being depends both on whether goals are congruent with inner psychological needs (Kasser & Ryan, 1993, 1996a) and whether goals are supported in one's environment. The current study examines how the pursuit of 6 different goals relates to the psychological well-being of maximum security prisoners. The relative centrality of goals supported in prison, such as physical health, was generally positively related to well-being, whereas the pursuit of goals not supported in prison, such as self-acceptance and affiliation, was negatively related to well-being. Discussion focuses on the importance of considering goals in the context of people's environment.

A laboratory study examined the effects of components of need for achievement on goal commitment and performance. It was predicted that need for mastery and need for work are related to goal commitment. It was also predicted that need for mastery and need for work are more highly related to goal commitment than competitiveness, given the characteristics of the task environment. Finally, goal commitment was expected to mediate the effects of need for mastery and need for work on performance. Fifty-four undergraduate students performed nine trials of a complex task and completed a need for achievement scale composed of four subscales. Support was obtained for the first two predictions, and evidence of a sequential model partially supported the third prediction.

This study tested concurrent influences of personal efficacy, assigned goals, and performance norms on individual performance, mediated by personal goals and task-specific self-efficacy. Seventy-seven undergraduate students performed a verbal task in this laboratory experiment that manipulated assigned goal level (low, high) and information about the performance of others (low, high). Relations among variables, including general, domain, and task-specific self-efficacy, as well as performance were examined through structural equation modeling. Results demonstrated simultaneous effects of assigned goals and normative information on self-efficacy, personal goals, and subsequent performance, as well as mediated effects of domain efficacy on performance.