Performing Under Challenge: The Differing Effects of Ability and Normative Performance Goals
- Authors
- Chung, Yoonkyung; Bong, Mimi; Kim, Sung-il
- Issue Date
- 5월-2020
- Publisher
- AMER PSYCHOLOGICAL ASSOC
- Keywords
- achievement goal; performance goal; ability goal; normative goal; anxiety
- Citation
- JOURNAL OF EDUCATIONAL PSYCHOLOGY, v.112, no.4, pp.823 - 840
- Indexed
- SSCI
SCOPUS
- Journal Title
- JOURNAL OF EDUCATIONAL PSYCHOLOGY
- Volume
- 112
- Number
- 4
- Start Page
- 823
- End Page
- 840
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/56113
- DOI
- 10.1037/edu0000393
- ISSN
- 0022-0663
- 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.
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