• Anna M Cianci, Howard J Klein, and Gerard H Seijts.
• LeBow College of Business, Drexel University, 3141 Chestnut Street, Philadelphia, PA 19104, USA. amc66@drexel.edu
• J Appl Psychol. 2010 Jul 1; 95 (4): 618-30.

AbstractThe purpose of this experiment was to examine the interplay of goal content, conscientiousness, and tension on performance following negative feedback. Undergraduate students were assigned either a learning or performance goal and then were provided with false feedback indicating very poor performance on the task they performed. After assessing tension, participants performed the task again with the same learning or performance goal. A mediated moderation model was tested, and results were supportive of our hypotheses. Specifically, individuals assigned a learning goal experienced less tension and performed better following negative feedback than individuals assigned a performance goal. Individuals high in conscientiousness experienced greater tension than individuals low in conscientiousness. Conscientiousness and goal content interacted in relating to both tension and performance, with tension as a mediator, such that high conscientiousness amplified the detrimental effect of a performance goal on tension following negative feedback leading to lower performance. High conscientiousness facilitated performance for participants with a learning goal.

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