Conscientiousness, goal orientation, and motivation to learn during the learning process: A longitudinal study

Conscientiousness and goal orientation were examined as (a) predictors of motivation to learn and (b) moderators of reactions to performance levels during the learning process, using an Expectancy X Valence framework. Learners (N = 103) participated in a 6-week course in which an objective performance goal was assigned. Results indicated that conscientiousness and learning orientation were positively related to motivation to learn both initially and after performance feedback was given, whereas performance orientation was negatively related to motivation to learn at those 2 time periods. In addition, learning and performance orientation moderated the relationships between performance levels during the learning process and subsequent expectancy and valence.