Performing Under Challenge: The Differing Effects of Ability and Normative Performance Goals
DC Field | Value | Language |
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dc.contributor.author | Chung, Yoonkyung | - |
dc.contributor.author | Bong, Mimi | - |
dc.contributor.author | Kim, Sung-il | - |
dc.date.accessioned | 2021-08-31T01:10:19Z | - |
dc.date.available | 2021-08-31T01:10:19Z | - |
dc.date.created | 2021-06-19 | - |
dc.date.issued | 2020-05 | - |
dc.identifier.issn | 0022-0663 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/56113 | - |
dc.description.abstract | The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar experiments to strengthen the generalizability of the findings. Across the 3 studies, students assigned to the ability-goal condition exhibited significantly higher anxiety and lower interest compared with those in the normative- and mastery-goal conditions, except that the anxiety between the 2 performance-goal conditions did not differ after experiencing failure in Study 3. The ability-goal students persisted for significantly less time than did those in the other 2 conditions (Study 1) and demonstrated significantly lower challenge appraisal and weaker reengagement intention compared with those in the normative-goal condition (Study 2). The effects of achievement goals on problem-solving performance varied across the studies. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | AMER PSYCHOLOGICAL ASSOC | - |
dc.subject | ACHIEVEMENT GOALS | - |
dc.subject | HIERARCHICAL MODEL | - |
dc.subject | TEST ANXIETY | - |
dc.subject | MOTIVATION | - |
dc.subject | SELF | - |
dc.subject | ORIENTATION | - |
dc.subject | TASK | - |
dc.subject | PERCEPTIONS | - |
dc.subject | PREDICTORS | - |
dc.subject | EMOTIONS | - |
dc.title | Performing Under Challenge: The Differing Effects of Ability and Normative Performance Goals | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Bong, Mimi | - |
dc.contributor.affiliatedAuthor | Kim, Sung-il | - |
dc.identifier.doi | 10.1037/edu0000393 | - |
dc.identifier.wosid | 000525397300011 | - |
dc.identifier.bibliographicCitation | JOURNAL OF EDUCATIONAL PSYCHOLOGY, v.112, no.4, pp.823 - 840 | - |
dc.relation.isPartOf | JOURNAL OF EDUCATIONAL PSYCHOLOGY | - |
dc.citation.title | JOURNAL OF EDUCATIONAL PSYCHOLOGY | - |
dc.citation.volume | 112 | - |
dc.citation.number | 4 | - |
dc.citation.startPage | 823 | - |
dc.citation.endPage | 840 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.subject.keywordPlus | ACHIEVEMENT GOALS | - |
dc.subject.keywordPlus | HIERARCHICAL MODEL | - |
dc.subject.keywordPlus | TEST ANXIETY | - |
dc.subject.keywordPlus | MOTIVATION | - |
dc.subject.keywordPlus | SELF | - |
dc.subject.keywordPlus | ORIENTATION | - |
dc.subject.keywordPlus | TASK | - |
dc.subject.keywordPlus | PERCEPTIONS | - |
dc.subject.keywordPlus | PREDICTORS | - |
dc.subject.keywordPlus | EMOTIONS | - |
dc.subject.keywordAuthor | achievement goal | - |
dc.subject.keywordAuthor | performance goal | - |
dc.subject.keywordAuthor | ability goal | - |
dc.subject.keywordAuthor | normative goal | - |
dc.subject.keywordAuthor | anxiety | - |
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