Longitudinal data from 338 individuals across 64 teams in a simulationbased
team-training context were used to examine the effects of dispositional
goal orientation on self-regulated learning (self-efficacy and
metacognition). Team goal orientation compositions, as reflected by average
goal orientations of team members, were examined formoderating
effects on these individual-level relationships. Finally, individual-level
self-regulation was investigated for its influence on multiple team-level
outcomes across time. Results showed generally positive effects of learning
goal orientation and negative effects of avoid performance and prove
performance goal orientations on rates of self-regulation during team
training. However, several of these individual-level relationships were
moderated by team goal orientation composition. The importance of
self-regulation in teams was displayed by results showing the average
level of self-regulation among a team’s members over time was positively
associated with team efficacy, team cooperation quality, and team
decision making.