Effects of task- and ego-achievement goals on information seeking during task engagement.

Abstract

Two studies tested the proposal that information seeking is affected by achievement goals and by stages of skill acquisition (D. N. Ruble & K. S. Frey, 1991). College students (N=188) worked on problems in a task- or an ego-goal condition and could request task (best solutions), objective, normative, or no information after each. As expected, task-goal Ss requested more task information, which predicted subsequent performance, and requested normative information mainly for later problems. Ego-goal Ss made more normative requests also for early problems, and information requests were modified by skill level

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