Achievement goal orientations provide a useful framework for
understanding what motivates MBA intern learning and performance. A
study of 508 MBA interns working in over 245 organizations showed
learning mediated the relationship of intern learning goal orientations
to performance, while intern performance goals only had direct effects
on performance. As situational inducements, supervisor concern for
learning and performance explained unique variance in performance beyond
interns' own goal orientations. Support was found for a supplementary
fit perspective between interns with prove-performance goals and
supervisor concern for performance. Interns also performed better when
they viewed their supervisors as advocating a balance of concerns for
both learning and performance during the internship. Implications for
interns, business schools, and employers are discussed.