This study investigated the effects of success or failure priming under timed or untimed conditions on (1) perceived task proficiency, (2) goal setting for subsequent performance and (3) performance on a verbal analogy test given to 160 female undergraduates. Ss who had experienced success perceived higher percentile rankings in a group of peers and set higher goals than Ss who had experienced failure. Priming, whether success or failure, had no effect on test performance, and a post hoc analysis failed to show a relationship between goal-setting and performance.
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