Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process.

Abstract

This study integrates ability, goal setting, self-efficacy, and multiple personality traits into a common framework that explains and predicts individual performance. A mediatorial model was tested using LISREL 8. Ability, learning goal orientation, and locus of control were positively related to self-efficacy, whereas performance goal orientation was negatively related to self-efficacy on an academic task. Self-efficacy and need for achievement were positively related to goal level, which was positively related to performance in combination with ability and self-efficacy. In addition to showing that personality traits can influence the motivational process at various stages, the results highlight the unique contributions of self-efficacy and goal level to the motivational process after the effects of ability and other individual differences have been identified.

Clarifying conditions and decision points for mediational type inferences in Organizational Behavior

“…Whereas a learning goal orientation may contribute directly to performance, it is more likely to help shape specific task-related perceptions such as self-efficacy. Although some previous researchers have found results that are consistent with a hypothesis of full mediation (e.g., Phillips & Gully, 1997), others have found relationships more consistent with an indirect effect inference (e.g., Chen et al, 2000;Diefendorff, 2004;Potosky & Ramakrishna, 2002). Which interpretation is most appropriate is debatable.…”

“…For example, Phillips and Gully (1997) found support for a positive correlation between individuals' learning goal orientation and their self-efficacy in an academic setting. Individuals who are high on learning goal-orientation strive to understand something new or to increase their level of competence in a given activity (Button, Mathieu, & Zajac, 1996).…”

Locus of control at work: a meta‐analysis

“…However, this does not mean that LOC is the same as self-efficacy (Bandura, 1997). The general belief that actions lead to desired outcomes (internal locus) should be the foundation upon which confidence in different life domains, including task-specific confidence (self-efficacy), can be built (Phillips & Gully, 1994). The stronger expectancy of the effort-outcome relationship for internals should be associated with those variables in the work domain that reflect one's work motivation, such as motivation to learn and sense of empowerment.…”

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

“…First, the predictive utility (meant here in a statistical sense) of each relevant non-intellective predictor was examined separately, after controlling for the traditional correlates (high school GPA and SAT/ACT). Second, nonintellective predictors were entered into a hierarchical regression model in separate steps in accordance with a theoretically-specified model proposing that more global and invariant personality traits influence behavior through proximal processes (Burmudez, 1999;Chen, Gully, Whiteman, & Kilcullen, 2000;Lee, Sheldon & Turban, 2003;Phillips & Gully, 1997;Roberts & Wood, 2006;Vallerand & Ratelle, 2002). Third this hierarchical regression model was tested again after first adding high school GPA and SAT/ACT.…”