Journal article
The effects of open, do-your-best, and specific goals on commitment and cognitive performance
Sport, Exercise, and Performance Psychology, Vol.11(3), pp.382-395
30/06/2022
Appears in Recent Faculty of Health Publications
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Abstract
This study examined the effects of goal types on performance and commitment in a cognitive task. Sixty-six participants ( M age = 30.42, SD = 12.25) completed six trials of the Letter Number Identification Task. Participants were given a different goal type for each trial: specific-easy, specific-challenging, specific-unrealistic, open, do-your-best, and a baseline condition (no goal). Open goals and specific-challenging goals both led to significantly greater performance than baseline instructions and do-your-best goals, whereas open goals also led to significantly greater performance than specific-easy and specific-unrealistic goals. Specific, unrealistic goals led to significantly higher performance errors, whereas open goals led to the lowest performance errors (i.e., greatest accuracy) of all goal types. Participants were significantly less committed to specific-unrealistic goals compared with all other goal types, and significantly more committed to do-your-best goals and specific-easy goals compared with baseline instructions. This study adds to accumulating evidence of the potential benefits of open goals and suggests that open goals may be as effective as specific-challenging goals in producing cognitive performance outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
Details
- Title
- The effects of open, do-your-best, and specific goals on commitment and cognitive performance
- Creators
- Samantha PilcherMatthew J Schweickle - University of WollongongAlex Benjamin Lawrence - Southern Cross University, Faculty of HealthScott George Goddard - Southern Cross University, Faculty of HealthOllie Williamson - Southern Cross UniversityStewart A Vella - University of WollongongChristian Swann - Southern Cross University
- Publication Details
- Sport, Exercise, and Performance Psychology, Vol.11(3), pp.382-395
- Publisher
- Educational Publishing Foundation
- Identifiers
- 991013035773702368
- Academic Unit
- Human Sciences; Faculty of Health
- Language
- English
- Resource Type
- Journal article