Role of performance goals in prose learning

Abstract

Investigated the effect of learning goal instructions in prose learning. 96 Ss read and were tested on 2 passages. Different goal instructions were introduced for the 2nd passage with either a paced or an unpaced reading period. For both paced and unpaced conditions, a Hard Goal condition (answer 18 of 20 test questions) produced significantly higher estimates before reading of the number to be answered correctly and a greater number correct on the test after reading than did Easy Goal (5 of 20) and General Goal ("do your best") conditions. The Hard Goal improvement was attributed to an increase in study persistence and changes in learning behaviors. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1976 American Psychological Association.