extrinsic motivation. This raises the possibility that goal setting may in turn be subsumed within a more comprehensive theory of work motivation in time. Developments in theory Self efficacy An important addition to goal setting theory was the incorporation of self-efficacy from Bandura's social cognitive theory. Broadly defined as task specific self-confidence, goal setting theory incorporates self-efficacy in the following ways: People with higher self-efficacy set harder goals which as per the terms of the theory lead to higher motivation and task performance People with higher self-efficacy are more committed to the goals they have set and in turn more likely to achieve them. People with higher self-efficacy are more likely to response positively to negative feedback and use it productively rather than be discouraged. Appropriately challenging leader assigned goals and communicating these powerfully can increase follower self-efficacy as they directly imply that the leader has confidence in the employees' ability to achieve them. Leaders can also increase follower self-efficacy, and in turn goal commitment and task performance, by providing quality training and either modeling task performance themselves or providing appropriate performance models. Self-efficacy levels can also influence how people react to not meeting specific challenging goals. People with high self-efficacy redouble their efforts whereas people with low self-efficacy expend less effort and coast along. Goal achievement also interacts with self-efficacy and goal achievement does not necessarily lead to increased efforts as after meeting challenging goals some can be reluctant to expend a similar level of effort again and will settle for the goal they have. Goal choice Self-efficacy, past performance, and various other social factors influence goal setting. Failure to meet previous goals often leads to setting lower (and more likely achievable) goals. Learning goals There are times when having specific performance goals is not a best option; this is the case when the goal requires skills or knowledge that have not yet been acquired. Tunnel vision can be a consequence of specific performance goals; if a person is too focused on attaining a specific goal, he or she may ignore the need to learn new skills or acquire new information. This concept is illustrated well by the "basketball game task" study in which observers watched a video of a group of people wearing white shirts and black shirts who are passing a basketball back and forth, and the observers were instructed to count the number of times a