Along with rapid changes in managerial environments, goal orientation has emerged as a theme in organizational research because of its self-regulating function. This study investigates how goal orientation influences task behavior and job performance, with a focus on the mechanisms of the sub-dimensions of goal orientation. While previous studies have emphasized the positive effect of learning orientation on academic and job performance, this paper examines the independent mechanisms of performance orientation based on VandeWalle’s 1997 study. Dividing performance orientation into performance-proving orientation and avoiding-failure orientation allows for a more detailed explanation of the mechanisms of goal orientation. This study examines how learning orientation and performance-proving orientation influence job performance. Particular emphasis is placed analyzing different types of task behavior, such as proactive behavior and self-presentation behavior. We expect that understanding these task behaviors will shed light on the relationship between mental characteristics and workplace outcomes. We investigate the following hypothesis:H1.1: Emlpoyees’ learning orientation will be positively related to their proactive behavior. H1.2: Emlpoyees’ performance-proving orientation will be positively related to their self-presentation behavior. H2.1: Emlpoyees’ proactive behavior will be positively related to their job performance. H2.2: Emlpoyees’ self-presentation behavior will be negatively related to their job performance. Data were collected using questionnaires distributed to employees and their coworkers within nine different organizations located in South Korea. A total of 155 supervisor-subordinate dyads were used for the statistical analysis. To examine the main effect, structural equation analysis(AMOS 18) was used. As predicted, results confirmed that member's goal orientation positively influenced task behavior supporting hypothesis 1.1 and 1.2. Although not hypothesized, the cross relationship between learning orientation and self-presentation behavior, performance-proving orientation and proactive behavior was not significant. Furthermore, member's proactive behavior positively influenced job performance, however, member's self-presentation behavior was not associated with job performance. The results of this study have important theoretical and practical implications. First, the main effects of learning orientation were significant only through proactive behavior. That is,not only learning orientation but also presenting proactive behavior is important in job performance. In addition, performance-proving orientation can affect job performance itself,but induced self-present behavior has no relationship with job performance. These findings show that the mediating role of task behavior is relevant to understanding the goal orientation mechanism. The present study shows each mechanism of goal orientation independently. However, this study did not identify methods for enhancing performance-prove orientation on job performance. Future research needs to investigate the positive mechanism of performanceprove orientation, in addition to the learning orientation as considered in the present and previous studies.