“This is a story about four people named Everybody, Somebody, Anybody, and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody's job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody when Nobody did what Anyone could have. “

• Individuals’ group goals - Wat is jouw bijdrage aan het team?
• Individuals’ individual goals – Je eigen doelen.
• Group’s goals for individuals - ?
• Group’s goal for group – Wie voelt zich verantwoordelijk voor wat?

• They activate, and thus influence the degree of effort exerted
• They give direction to the action
• They stimulate to persist over time
• They stimulate the development of strategies

T1 – Goal to keep up with schoolwork
o Level of identification with this goal
o Writing exercise – om de mate van identificatie te manipuleren.

T2 – Writing exercise
T3 – Writing exercise
T4 – Measurements of

o Level of identification with the goal
o Expected grade

Resultaten

No main effects of level of writing and skill level

Interaction effect skill level x level of writing

Mensen die een doel of taak ingewikkeld vinden, moet je niet lasting vallen met het hogere doel, maar vooral begeleiden met een concreet stappenplan om het doel te realiseren.

Mensen die voldoende vaardigheden hebben (dus minder ingewikkeld doel) moet je vragen waarom het doel belangrijk is voor diegene en wat het doel behalen voor diegene zou betekenen.

Dit geld met name op het moment dat mensen een vervelende taak doen!

Conclusie

Individuals’ motivation can be improved by matching their goal focus to their initial skill level: low-skill individuals may be better off ‘‘keeping their nose to the grindstone’’ and high-skill individuals may be better off ‘‘keeping their eye on the prize”.