Goal Orientation and Simulation Performance

Philip H. Anderson, Leigh Lawton, William J. Wellington

Abstract


This study explored the relationship between the students’ success on a simulation exercise as measured by financial performance, their perceptions of the simulation’s educational value, and their goal orientation. This study found the relationship 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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