The Effect of Learning versus Outcome Goals on a Simple versus a Complex Task
研究对比了学习目标和结果目标在简单与复杂调度任务上的效果，发现简单任务中结果目标更优，复杂任务中学习目标更优，且学习目标能提升自我效能和策略使用。
The effect of learning versus outcome goals on performance quality on a simple versus a complex scheduling task was examined using business school students as participants (n = 114). On a simple task an outcome goal led to significantly more correct schedules being produced than urging people to do their best. On a complex task, assigning a learning goal led to performance that was significantly higher than either an assigned outcome goal or being urged to do one's best. Self-efficacy was significantly higher in the learning goal condition than it was in the do-best condition. Moreover, the number of effective task strategies used on a complex task was significantly higher in the learning goal condition than it was in the other two conditions. These findings suggest that when attempting new complex processes, such as acquiring new businesses, organizations should set specific difficult learning as opposed to performance outcome goals.