A test of goal commitment as a moderator of the relationship between goal level and performance

This study's purpose was to test commitment as a moderator of the goal level-performance relationship, using a validated commitment measure, real tasks, and self-set goals. Students set performance goals for three exams. Results indicated that only goal level accounted for significant variance in task performance across all three tasks. Neither goal commitment nor the goal commitment-goal level interaction made any significant contribution. Implications for goal setting research and theory are discussed.