Goal orientation scale

Performance and learning goals - Vandewalle 1997

Learning goal:

  1. I am willing to select a challenging assignment that I can learn a lot from
  2. For me, development of my ability is important enough to take risks
  3. I often look for opportunities to develop new skills and knowledge
  4. I enjoy challenging and difficult tasks where I'll learn new skills
  5. I prefer to work in situations that require a high level of ability and talent

Avoidance performance goal:

  1. I would avoid taking on a new task if there was a chance that I would appear rather incompetent to others
  2. Avoiding a show of low ability is more important to me than learning a new skill
  3. I prefer to avoid situations where I might perform poorly
  4. I'm concerned about taking on a task if my performance would reveal that I had low ability

Prove performance goal:

  1. I'm concerned with showing that I can perform better than my peers
  2. I prefer to work on projects where I can prove my ability to others
  3. I try to figure out what it takes to prove my ability to others
  4. I enjoy it when others are aware of how well I am doing

compute goallearning=mean(goal1 to goal5).
compute goalavoid=mean(goal6 to goal9).
compute goalprove=mean(goal10 to goal13).

BUTTON, MATHIEU, AND ZAJAC - Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation, 1996, OBHDP -

Performance goal orientation

  1. I prefer to do things that I can do well rather than things that I do poorly. (P1)
  2. I’m happiest at work when I perform tasks on which I know that I won’t make any errors. (P2)
  3. The things I enjoy the most are the things I do the best. (P3)
  4. The opinions others have about how well I can do certain things are important to me. (P4)
  5. I feel smart when I do something without making any mistakes. (P5)
  6. I like to be fairly confident that I can successfully perform a task before I attempt it. (P6)
  7. I like to work on tasks that I have done well on in the past. (P7)
  8. I feel smart when I can do something better than most other people. (P8)
  9. Even if I know that I did a good job on something, I’m satisfied only if others recognize my accomplishments. (P9) a - Its important to impress others by doing a good job. (P10) a (2 items dropped)

Learning goal orientation

  1. The opportunity to do challenging work is important to me. (L1)
  2. When I fail to complete a difficult task, I plan to try harder the next time I work on it. (L2)
  3. I prefer to work on tasks that force me to learn new things. (L3)
  4. The opportunity to learn new things is important to me. (L4)
  5. I do my best when I’m working on a fairly difficult task. (L5)
  6. I try hard to improve on my past performance. (L6)
  7. The opportunity to extend the range of my abilities is important to me. (L7)
  8. When I have difficulty solving a problem, I enjoy trying different approaches to see which one will work. (L8)
  9. On most jobs, people can pretty much accomplish whatever they set out to accomplish. (L9) a - Your performance on most tasks or jobs increases with the amount of effort you put into them. (L10) a (2 items dropped)

And they also had state goals, but it only has the following sample items:

Performance goal orientation

  1. I wonder how my scores will compare to others
  2. I hope I don’t make any mistakes
  3. (I am eager to prove to others how good I am)

Learning goal orientation

  1. I hope there are some tough parts I really get to work at
  2. I'm eager to get started trying to figure this out
  3. (I want to really understand things)

  • goal_orientation_scale.txt
  • Last modified: 2014/10/13 18:07
  • by filination