specific than values which are higher order and more general. In this sense goals can be defined further as the mechanism by which values lead to action. Goals can provide a vehicle for closing the value-action gap. Sub-goals or proximal goals Goal setting theory generally, but not always, supports the use of sub-goals (also known as proximal goals) which are intermediate/stepping stone goals on the way to goals (also known as distal goals). Proximal goals work by providing immediate incentives to maintain current performance, whereas distal goals are too far removed to have the same effect. In complex problem-solving tasks, setting subgoals increased initial self-efficacy and attaining proximal goals increased self-efficacy, performance satisfaction, and task persistence. One of the ways to reduce self-defeating while accomplishing sub-goals is to make sure to have deadlines for each sub-goal. Setting these deadlines adds a factor of accountability and helps to check on ourselves. The main reason why we don't usually accomplish sub-goals is because we don't put a timeframe to them. While generally positive, setting too many sub-goals can have negative impacts such as reduced satisfaction (it's not an achievement to complete a goal that is too easy) and send the signal that managers do not have faith in employee ability to achieve challenging goals. Goals and traits On a basic level, the two types of goals are learning goals and performance goals; each possesses different traits associated with the selected goal. Learning goals involve tasks where skills and knowledge can be acquired, whereas performance goals involve easy-to-accomplish tasks that will make one appear successful (thus tasks where error and judgment may be possible are avoided). A more complex trait-mediation study is the one conducted by Lee, Sheldon, and Turban (2003), which yielded the following results: Amotivated orientation (low confidence in one's capabilities) is associated with goal-avoidance motivation, and more generally, associated with lower goals levels and lower performance. Control orientation (extrinsic motivation) is associated with both avoidance and approach goals. Approach goals are associated with higher goal levels and higher performance. Autonomy goals (intrinsic motivation) leads to mastery goals, enhanced focus, and therefore enhanced performance. Goal orientation Whereas goal setting theory was developed in the sub-domain organizational psychology and primarily focuses on motivation and measuring task performance, the related but distinct literature around goal orientation was developed in the sub-domain of educational psychology and tends to focus on ability and trait measurement,