Mastery and performance goals predict epistemic and relational conflict regulation
- Autores: Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera
- Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 4, 2006, págs. 766-776
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 3 Citas
-
Resumen
The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature. Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict regulation strategy focused on the attempt to integrate both points of view), whereas performance goals predicted relational conflict regulation (a conflict regulation strategy focused on the evaluation and affirmation of self-competence). Study 1 shows these links via direct self-report measures of conflict regulation. Study 2 shows the same links using the amount of competence reported for the self and for the other as subtle measures of conflict regulation.
