1. Goal orientation, task difficulty, and task interest: A multilevel analysis 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： 2006. 12. 05 Horvath, M., Herleman, H. A., & McKie, R. L. (2006). Goal orientation, task difficulty, and task interest: Amultilevel analysis. Motivation and Emotion, 30(2), 171-178.

2. 2 Introduction A vast array of research has shown that difficult and specific goals relate to superior performance –Students can set goals to be top achievers –Set goals to attain minimally passing grades The present study adds to the literature on goal- setting by exploring the relationship between the situational factors of task difficulty and task interest simultaneously with the individual difference variables of goal orientation (GO)

3. 3 Literature Situational characteristics –Task difficulty is distinct from the difficulty of any goals set for task performance –Perceptions of difficulty would relate to lower self-set goals –Difficult tasks would result in lower expectancies for success, resulting in lower self-set goals –Control Theory, which states that individuals experiencing difficulty reaching a goal may choose to lower their goal –Interest theoreticians typically distinguish between interest and the similar construct of intrinsic motivation, viewing interest as either a precursor to or as one facet of motivation

4. 4 Literature Goal orientation –Goal Orientation refers to a set of higher-order goals that help to determine individuals’ attitudes and behaviors in achievement situations –A higher level of Mastery Goal Orientation are more likely to be guided by a desire to develop their competence on the task at hand –Differ in levels of Performance Orientation, in which they desire to demonstrate their competence or avoid demonstrating their incompetence on tasks –GO: Prove GO 、 Mastery GO 、 Avoidance or Avoid GO

5. 5 Method Participants –Participants were 592 undergraduate students enrolled in a mid-sized southeastern public university Procedure and measures –Survey regarding the classes they were taking that semester –For each class, participants were asked three questions

6. 6 Results

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8. 8 Discussion All three GO variables uniquely moderated the relationship between perceived task difficulty and goals –High levels of PGO or MGO buffered the effects of difficulty on goals, Our research is congruent with recent research that has found GO variables to function as moderators of goal relationships. The effects of GO on goals are not constant across levels of task difficulty

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