University students setting goals in the context of autonomy, self‐efficacy and important goal‐related task engagement

Abstract

In this study, the authors attempted to examine the roles of trait autonomy, trait self‐efficacy, important goal‐related task engagement and gender in predicting whether undergraduate university students are willing to set difficult goals. One hundred and thirty‐six undergraduate communications students from the North‐Eastern USA completed an online survey. Confirmatory factor analysis was used to create the multiple item variables. The relationships were examined using structural equation modelling. As predicted, results revealed that trait autonomy indirectly and positively predicted setting difficult goals through trait self‐efficacy and a person’s willingness to engage in important tasks. A willingness to take on important goal‐related tasks and self‐efficacy beliefs was associated with those who reported a readiness to set difficult goals. Results suggest that before males engage in challenging goal attainment they must perceive themselves as self‐efficacious, whereas females are inspired by tasks that are important to them. If the tasks are important, by implication, so are the goals, notwithstanding their difficult nature. In the ‘Discussion’ section, we suggest implications for team‐based learning.

Keywords:

• autonomy
• motivation
• self‐efficacy
• goal‐setting
• learning