This dissertation examined the effect of subconscious goals on performance of tasks that people must acquire knowledge or skill to perform them effectively. Two laboratory experiments were conducted to examine the effect of priming (1) a performance goal, (2) a learning goal, and (3) both a performance and learning goal on performance. In Experiment 1 (n =167), a 2 (primed performance goal vs. control) x 2 (primed learning goal vs. control) factorial design revealed a significant main effect for priming a learning goal on generating ideas for a complex brainstorming task. In Experiment 2 (n = 61), a 2 (primed performance goal vs. control) x 2 (primed learning goal vs. control) x 3 (trials) repeated measures factorial design showed a significant main effect for priming a learning goal on performance on a complex scheduling task. On the third trial, there was a significant interaction effect between a primed learning and a performance goal on performance. In both experiments, priming a performance goal significantly increased the implicit motive of need for achievement measured by a projective test. No mediating effects were obtained for a primed learning or performance goal with task performance. The results are interpreted within three theoretical frameworks: goal setting, automaticity, and goal systems.

This dissertation examined the effect of subconscious goals on performance of tasks that people must acquire knowledge or skill to perform them effectively. Two laboratory experiments were conducted to examine the effect of priming (1) a performance goal, (2) a learning goal, and (3) both a performance and learning goal on performance. In Experiment 1 (n =167), a 2 (primed performance goal vs. control) x 2 (primed learning goal vs. control) factorial design revealed a significant main effect for priming a learning goal on generating ideas for a complex brainstorming task. In Experiment 2 (n = 61), a 2 (primed performance goal vs. control) x 2 (primed learning goal vs. control) x 3 (trials) repeated measures factorial design showed a significant main effect for priming a learning goal on performance on a complex scheduling task. On the third trial, there was a significant interaction effect between a primed learning and a performance goal on performance. In both experiments, priming a performance goal significantly increased the implicit motive of need for achievement measured by a projective test. No mediating effects were obtained for a primed learning or performance goal with task performance. The results are interpreted within three theoretical frameworks: goal setting, automaticity, and goal systems.