Effects of Learning Variables and Time Stress on Performance of Cognitive Tasks
The current research attempted to predict an individual's performance of simple cognitive tasks based on their motivational goal orientation. It was hypothesized that students who use performance-approach goal orientation would perform best under conditions of external time limit constraint, while participants who made use of mastery goal orientation would perform best under an untimed condition. Using 25 students from the University of Western Ontario, the research assessed performance on a memory recall task and compared this to a measure of goal orientation using the Patterns of Adaptive Learning Scales. No significant results were found, thus predictions relating to post-task performance cannot be safely made using goal orientation theory.
"Effects of Learning Variables and Time Stress on Performance of Cognitive Tasks,"
The Huron University College Journal of Learning and Motivation: Vol. 46:
1, Article 10.
Available at: https://ir.lib.uwo.ca/hucjlm/vol46/iss1/10