Citation

Yeo GB, Neal A. J. Appl. Psychol. 2004; 89(2): 231-247.

Affiliation

School of Psychology, University of Queensland, Brisbane, QLD, Australia. g.yeo@psy.uq.edu.au

Copyright

(Copyright © 2004, American Psychological Association)

DOI

10.1037/0021-9010.89.2.231

PMID

15065972

Abstract

This article examines the relationship between motivation and performance during skill acquisition. The authors used multilevel analysis to investigate relationships at within- and between-person levels of analysis. Participants were given multiple trials of practice on an air traffic control task. Measures of effort intensity and performance were taken at repeated intervals. As expected, the relationship between effort and performance increased with practice. Furthermore, the rate at which this effect strengthened was faster for individuals with high-ability or low-performance orientation. There was also an interaction between learning and performance orientations that only emerged after practice. By the end of practice, the negative effects of performance orientation were stronger for individuals with high learning orientation. Results highlight the importance of adopting a multilevel framework to enhance understanding of the link between motivation and performance.

Language: en