Evaluating the relative effect of priming and goal setting on performance in comparison to effects of dispositions on performance

Abstract

Previous research has suggested that it is possible to increase pe1formance on workplace tasks by presenting achievement-oriented stimuli and setting challenging goals prior to the commencement of the task. A sample of 100 mainly undergraduate students took part in an experiment testing a combination of priming and conscious goal setting on a proof-reading task. Participants were randomly assigned to one of four groups: achievement priming and a difficult goal; achievement priming and the instruction to 'do your best'; no priming and a difficult goal; and no priming and the instruction to 'do your best'. A naITow-trait personality measure was also presented to identify whether certain individuals performed at a higher level than others. The results indicated that the setting of a difficult goal prior to completion of the task was an effective aid to performance. When both a difficult goal and achievement priming are given to participants they perform better than those in the other groups. Participants with a disposition to enjoy intellectual activities, such as reading widely and to a lesser extent, participants who believe in their ability to succeed performed better on the proof-reading task. High achievement-oriented participants perform better than others in the group given no additional motivation. Implications of these findings are discussed.