Goal-setting, self-efficacy, and learning performance: A causal model.

Persistent Link:
http://hdl.handle.net/10150/185292
Title:
Goal-setting, self-efficacy, and learning performance: A causal model.
Author:
Wagner, Michael James.
Issue Date:
1990
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to confirm the structural relationship of goal setting variables to performance. Performance was measured in learning mathematics lessons. Linear structural modeling techniques were used to evaluate the goal setting model. The exogenous variables were prior performance, goal difficulty, and self-evaluation. The endogenous variables were self-expectancy, self-efficacy, personal goal, and performance. There was support for the model of goal setting as proposed in this study. The nested alternate structural model for goal setting was the most parsimonious model. This model evidenced a negative effect of easy specific assigned goals on self efficacy. Vague and challenging specific goals had a positive effect on self efficacy. Prior performance, assigned goal, and self evaluation had positive path coefficients to self efficacy which, in turn, had a positive path coefficient to performance. Descriptive univariate statistics tended to support the theory of goal setting. These findings corroborate the results of the structural equation analysis.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education Business administration.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Saber, Darell

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleGoal-setting, self-efficacy, and learning performance: A causal model.en_US
dc.creatorWagner, Michael James.en_US
dc.contributor.authorWagner, Michael James.en_US
dc.date.issued1990en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to confirm the structural relationship of goal setting variables to performance. Performance was measured in learning mathematics lessons. Linear structural modeling techniques were used to evaluate the goal setting model. The exogenous variables were prior performance, goal difficulty, and self-evaluation. The endogenous variables were self-expectancy, self-efficacy, personal goal, and performance. There was support for the model of goal setting as proposed in this study. The nested alternate structural model for goal setting was the most parsimonious model. This model evidenced a negative effect of easy specific assigned goals on self efficacy. Vague and challenging specific goals had a positive effect on self efficacy. Prior performance, assigned goal, and self evaluation had positive path coefficients to self efficacy which, in turn, had a positive path coefficient to performance. Descriptive univariate statistics tended to support the theory of goal setting. These findings corroborate the results of the structural equation analysis.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation Business administration.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSaber, Darellen_US
dc.contributor.committeememberBergan, John R.en_US
dc.contributor.committeememberMishra, Shitala P.en_US
dc.identifier.proquest9111978en_US
dc.identifier.oclc709919305en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.