Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance.
Several authors (e.g., J.T. Austin & H.J. Klein, 1996; R. Kanfer, 1990b, 1992) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of relationships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (state anxiety, task-specific self-efficacy, and goals), and learning performance. Most hypothesized relationships among these constructs received support when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In general, state-like individual differences were found to mediate the relationships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future research are provided.
Chen
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G
Department of Psychology, George Mason University, Fairfax, Virginia 22030-4444, USA. gchen2@gmu.edu
Gully
S M
SM
Whiteman
J A
JA
Kilcullen
R N
RN
D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D001007:Anxiety; D004521:Educational Measurement; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007360:Intelligence; D007858:Learning; D008297:Male; D008873:Mid-Atlantic Region; D008875:Middle Aged; D008960:Models, Psychological; D009042:Motivation; D020377:Self Efficacy