Page 223 - Psychological Management of Individual Performance

demands influence performance 207
TABLE 10.1 (continued)
Author(s) and
publication date Type of paper Major findings

Tabernero and Wood Laboratory High self-efficacy was related to an incremental
(1999) perception of ability; low self-efficacy was related to a
fixed view of ability.
Substandard performance feedback increased
performance for people with an incremental perception
of ability but not for people with a fixed perception of
ability.
GROWTH-FACILITATING TASKS

Roberson et al. Laboratory Personal goals and task attributes had independent
(1990) effects on satisfaction.
Ambrose and Kulik Review Tasks that are perceived as enriched facilitated high
(1999) performance.
Campion Review Tasks that are perceived as enriched facilitated high
(1996) performance.
Mathieu and Zajac Meta-analysis Jobs that are perceived as enriched yielded high job
(1990) satisfaction and high organizational commitment.
Separation of job satisfaction into intrinsic satisfaction,
extrinsic satisfaction and its components yielded
significant correlations with organizational
commitment.
Kirkpatrick Laboratory Enriching jobs through increasing responsibility was
(1992) found to increase performance through self-set goals.
Cordery Review Increased performance through job enrichment
(1996, 1997) depended on supervisors providing a goal structure, a
method structure, the required KSAOs and goal
feedback.
INDIVIDUAL DIFFERENCES

Phillips and Gully Laboratory Locus of control was positively related to self-efficacy
(1997) and indirectly related to difficulty of self-set goals.
Lambert et al. Field Self-set goals were more strongly related to increase
(1999) performance when individual has internal locus of
control.
Harackiewicz and Laboratory Achievement oriented individuals were more
Elliot (1993) responsive to performance than to learning goals.
Locke Review Effects of personality often mediated or partially
(2001) mediated by goals and self-efficacy.
Button et al. Laboratory Goal orientation is composed of two distinguishable
(1996) dimensions, learning and performance.
VandWalle et al. Field Learning goal orientation–sales performance
(1999) relationship fully mediated by goal setting, effort and
planning.
continues overleaf