Goal Orientation and Goal Setting: Predicting Performance by Integrating Four-Factor Goal Orientation Theory with Goal Setting Processes

Abstract

This study integrated four-factor goal orientation theory with goal

setting theory, two related but separate research streams. 335

undergraduate business students participated by indicating their goal

orientations, self-efficacy, and self-set goal for the semester. At the end

of the semester, their final class grade was recorded. Results from the

LISREL mediational model indicated that after controlling for ability, the

four goal orientation variables differentially influenced self-efficacy, self-set goals, and performance. Further, self-efficacy positively influenced

goals and goals positively influenced performance. The integration of a

four-factor model with goal setting processes served as a useful model to

predict academic performance.