The present study sought integration of two well-documented relationships: the relationship between general mental ability and performance of complex tasks, and between goal characteristics and level of work performance. Goal-setting theory states that the impact of goal level (difficulty and specificity) on performance depends on the task?s complexity level. Past versions of the theory have also specified ability as a moderator of the goal-performance relationship. This study tested an alternative model of ability and task complexity as goal-performance moderators: a 3-way interaction among general mental ability (GMA), goal level, and task complexity. Undergraduate psychology students completed a class-scheduling task, which manipulated task complexity and goal difficulty at two levels each. Whereas main effects of task complexity and GMA were found, the 3-way interaction was not supported. Statistical and design limitations, including the absence of control for goal commitment, are discussed.
| Identifer | oai:union.ndltd.org:NCSU/oai:NCSU:etd-11062007-052617 |
| Date | 12 December 2007 |
| Creators | Craven, Denise Elizabeth |
| Contributors | Joan J. Michael |
| Publisher | NCSU |
| Source Sets | North Carolina State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://www.lib.ncsu.edu/theses/available/etd-11062007-052617/ |
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