Effects of choice, goal difficulty, and need achievement on performance

Investigated the parameters in which choice of goals–a component of the self-reinforcement process–is motivating. The effects of goal conditions–choice vs. experimenter imposition, level of goal difficulty, and need achievement–were assessed. College students (N = 188) performed a wheel-turning task in which easy, moderately difficult, or very difficult goals were self-selected, experimenter imposed, or not present. Choice was motivating for low need achievers, who selected a very difficult goal. However, experimenter imposition was motivating for low need achievers with easy goals. No differential effects were found for low need achievers who worked toward chosen or imposed goals of moderate difficulty. No significant effects were found for high need achievers. Presence of goals was motivating for Ss except low need achievers, who chose an easy goal. Thus, it has been demonstrated that performance varies as an interactive function of goal difficulty, need achievement, and goal conditions–choice vs. experimenter imposition.