The effect of distal learning, outcome, and proximal goals on a moderately complex task

The effects of learning versus outcome distal goals in conjunction with proximal goals were investigated in a laboratory setting using a class‐scheduling task. The participants ( n = 96) needed to acquire knowledge in order to perform the task correctly. A ‘do your best’ outcome goal led to higher performance than the assignment of a specific, difficult outcome goal. However, the assignment of a specific, difficult learning goal led to higher...