The present investigation examined the effects of different types of participation (choice) and role models in goal setting on goal acceptance, goal satisfaction, and performance. It was hypothesized that choice in setting a goal and a strategy to achieve the goal would positively benefit goal acceptance, performance, and goal satisfaction. In addition, it was predicted that a role model would differentially influence an individual’s goal acceptance, goal satisfaction, and performance. One hundred twenty male college students working on a class scheduling task were exposed to either a high- or low-performing role model and given various amounts of choice in the goal-setting process. The results of two-way analyses of variance demonstrated that goal acceptance, goal satisfaction, and performance were highest for individuals given choice over their goal and their strategy to achieve the goal. In addition, the results demonstrated that an individual exposed to a high-performing role model outperformed and had higher goal acceptance and satisfaction than an individual exposed to a low-performing model. The results are discussed as a means for clarifying the effects of different types of choice in the goal-setting process and the importance of role-provided information in influencing an individual’s performance.
The influence of component participation and role models on goal acceptance, goal satisfaction, and performance