Learning goal orientation
1. I am willing to select to a challenging work assignment that I can learn a lot from.
2. I often look for opportunities to develop new skills and knowledge.
3. I enjoy challenging and difficult tasks at work where I’ll learn new skills.
4. For me‚ development of my ability is important enough to take risks.
5. I prefer to work in situations that require a high level of ability and talent.
Performance prove goal orientation
6. I’m concerned with showing that I can perform better than my coworkers.
7. I try to figure out what it takes to prove my ability to others at work.
8. I enjoy it when others at work are aware of how well I am doing.
9. I prefer to work on projects where I can prove my ability to others.
Performance avoid goal orientation
10.I would avoid taking on a new task if there was a chance that I would appear rather incompetent to others.
11.Avoiding a show of low ability is more important to me than learning a new skill.
12.I’m concerned about taking on a task at work if my performance would reveal that I had low ability.
13.I prefer to avoid situations at work where I might perform poorly.
1. I prefer challenging and difficult classes so that I’ll learn a great deal
2. I truly enjoy learning for the sake of learning.
3. I like classes that really force me to think hard.
4. I’m willing to enroll in a difficult course if I can learn by taking it.
5. It’s important that other know that I am a good student.
6. I think that it’s important to get good grades to show how intelligent you are.
7. It’s important for me‚ to prove that I am better than others in the class.
8. To be honest‚ I really like to prove my ability to others.
9. I would rather drop a difficult class than earn a low grade.
10.I would rather write a report on a familiar topic so that I can avoid doing poorly.
11.I am more concerned about avoiding a low grade than I am about learning.
12.I prefer to avoid situation in classes where I could risk performing poorly.
13.I enroll in courses in which I feel that I will probably do well.
Sujan et al. 1994
1. Making a tough sale is very satisfying.
2. An important part of being a good salesperson is continually improving your sales skills.
3. It is important for me to learn from each selling experience I have.
4. It is worth spending a great deal of time learning new approaches for dealing with customers.
5. Learning how to be a better salesperson is of fundamental importance to me.
6. I put in a great deal of effort sometimes in order to learn something new.
7. It is very important to me that my supervisor sees me as a good salesperson.
8. I very much want my coworkers to consider me to be good at selling.
9. I feel very good when I know I have outperformed other salespeople in my company.
10.I always try to communicate my accomplishments to my manager.
11.I spend a lot of time thinking about how my performance compares with other salespeople’s.
Learning goal orientation‚ performance prove goal orientation‚ and performance avoid goal orientation
1 (strongly agree) to 7 (strongly disagree).
learning goal orientation‚ performance prove goal orientation‚ and performance avoid goal orientation
VandeWalle‚ D. M. (1993). Feedback seeking behavior: A goal orientation model. Paper presented at the 1993 Academy of Management National Meeting‚ Atlanta‚ GA.
Sujan‚ H.‚ Weitz‚ B. A.‚ & Kumar‚ N. (1994). Learning orientation‚ working smart‚ and effective selling. Journal of Marketing‚ 58‚ 39-52.
VandeWalle‚ D. M. (1996‚ August). Are our students trying to prove or improve their ability? Development and validation of an instrument to measure academic goal orientation. Paper presented at the 56th annual meeting of the Academy of Management‚ Cincinnati‚ Ohio
VandeWalle‚ D. M. ‚ & Cummings‚ L. L. (1997). A test of the influence of goal orientation on the feedback seeking process. Journal of Applied Psychology‚ 82‚ 390-400. Google Scholar
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VandeWalle‚ D.‚ Brown‚ S. P.‚ Cron‚ W. L.‚ & Slocum Jr.‚ J. W. (1999). The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field test. Journal of Applied Psychology‚ 84(2)‚ 249-259.
VandeWalle‚ D.‚ Cron‚ W. L.‚ & Slocum Jr.‚ J. W. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology‚ 86(4)‚ 629-640.
Cron‚ W. L.‚ Slocum‚ J. W.‚ VandeWalle‚ D.‚ & Fu‚ Q. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one’sperformance goal. Human Performance‚ 18‚ 55-80.