Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test

• Autores: Andrew J. Elliot, Mandy M. Shell, Kelley Henry, Markus A. Maier
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 97, Nº. 4, 2005, págs. 630-640
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 5 Citas
• Resumen

  • This research examines the effect of achievement goals on performance attainment and the moderating role of performance contingencies. Results from 3 experiments strongly support the authors' hypotheses. Performance-avoidance goals undermined performance relative to performance-approach and mastery goals, regardless of contingency condition. Performance-approach goals had a more positive effect on performance than did mastery goals in the presence, but not in the absence, of a contingency. Furthermore, the presence of a contingency accentuated the effects of performance-based goals on performance and had little impact on the effect of mastery goals on performance. These results speak directly to a current conundrum in the achievement goal literature and highlight the need for a rigorous, systematic examination of the link between achievement goals and performance that takes into consideration features of the achievement task, context, and situation.