Task choice and assigned goals as determinants of task motivation and performance

There are many studies showing that goal setting is a good motivational technique (E. A. Locke, K. N. Shaw, L. M. Sarri, & G. P. Latham, 1981, Psychological Bulletin, 90, 125-152). However, there is no adequate theoretical explanation for the phenomenon (J. C. Naylor & D. R. Ilgen 1984, Research in Organizational Behavior, 6, 95-140). The latter argued that goals affect performance by directing attention and mobilizing effort. In the present paper an expectancy theory formulation of intrinsically motivated behavior is presented. A major variable in the motivational process is the choice of task difficulty. It is hypothesized that goals can be detrimental to performance for intrinsically motivated subjects who choose their optimal level of task difficulty. On the other hand goals can facilitate performance for subjects who are not intrinsically motivated. Three experiments were run, in two of which subjects worked on a heuristic-type task and on a proofreading task in the third experiment. In all the experiments subjects chose the level of task difficulty and were then assigned a goal by the experimenter. The results provide support to the hypotheses. The discussion focuses on the importance of choice on the initiation of behavior and on the role of goals in the maintenance of behavior.