This study
examined the direct relationship of goal orientation -- and the interaction of
goal orientation and cognitive ability -- with self-efficacy, performance, and
knowledge in a learning context. The
current paper argues that whether a particular type of goal orientation is
adaptive or not adaptive depends on individuals’ cognitive ability. Results indicated that the direct
associations of learning and performance orientations were consistent with
previous research. Learning orientation
was positively related to self-efficacy, performance, and knowledge, while
performance orientation was negatively related to only one outcome,
performance. The interactions between
goal orientation and ability also supported several hypotheses. As expected, learning orientation was generally
adaptive for high ability individuals, but had no effect for low ability
individuals. In contrast, the effects of
performance orientation were contingent on both individuals’ level of cognitive
ability and the outcome examined. The
implications of these results for future research on goal orientation are
discussed.