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An Examination of the Affective Consequences of Assigned and Self-Set Goals

School of Business Administration, Iowa State University, 300 Carver Hall, Ames, Iowa 50011.

This study attempts to provide some insights into the goal-setting process and to explain the inconsistent findings in the literature concerning the effect of different goal-setting modes on subsequent affective reactions. This examination was conducted within an attribution theory framework. The subjects were 92 undergraduate business students and the experimental task consisted of proofreading a manuscript. The subjects were randomly assigned to two goal-setting modes-self-set and assigned. Subjects causal attributions to performance reports of success and failure as well as their affective reactions were measured. The results suggest that one's affective reactions may not be influenced by goal-setting modes but may be moderated by the causal attributions one makes in response to performance cues.

Human Relations, Vol. 35, No. 9, 717-726 (1982)
DOI: 10.1177/001872678203500902


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