The Relationship between Goal Orientation and Simulation Performance with Attitude Change and Perceived Learning: A Follow-Up Study

Philip H. Anderson, Leigh Lawton, John A. Kaliski


This study is a follow-up to further explore the relationship between the students’ goal orientation, their success on a simulation exercise, and their perceptions of its value. As with the earlier study, the relationships between financial performance on the simulation and student perceptions of its attractiveness as an educational pedagogy were not significantly moderated by the goal orientation of the student. Limitations and directions for future research are explored.

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