Performance-Approach Goal Effects on Achievement under Low versus High Challenge Conditions

Autor/inn/en	Senko, Corwin; Durik, Amanda M.; Patel, Lily; Lovejoy, Chelsea M.; Valentiner, David
Titel	Performance-Approach Goal Effects on Achievement under Low versus High Challenge Conditions
Quelle	In: Learning and Instruction, 23 (2013), S.60-68 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2012.05.006
Schlagwörter	College Students; Academic Achievement; Goal Orientation; Performance; Difficulty Level; Context Effect; Laboratory Experiments; Mathematics; Student Surveys; Student Interests + Suchen Sie Ihr Suchwort? Collegestudent; Schulleistung; Zielorientierung; Zielvorstellung; Achievement; Leistung; Schwierigkeitsgrad; Laboratory work; Laborarbeit; Mathematik; Schülerbefragung; Studieninteresse
Abstract	Two studies examined the effects of university students' achievement goals on performance under low versus high challenge conditions. The first was a laboratory experiment in which participants were assigned goals to pursue on a novel mathematics task alleged to be simple or complex to use. The second was a survey study in which students set goals for courses rated by others as easy or hard. In direct opposition to the common premise that performance goals are maladaptive on complex or challenging tasks, both studies found that performance-approach goals facilitated high achievement in the high challenge condition but not in the low challenge condition. Additional findings indicate this pattern may be stronger when the task or class is relatively interesting, perhaps because interest inspires autonomous instead of controlling reasons for pursuing performance-approach goals. Implications for goal theory are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10