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Clarifying achievement goals and their impact (2003)
| Venue: | Journal of Personality & Social Psychology |
| Citations: | 123 - 3 self |
BibTeX
@ARTICLE{Grant03clarifyingachievement,
author = {Heidi Grant and Carol S. Dweck},
title = {Clarifying achievement goals and their impact},
journal = {Journal of Personality & Social Psychology},
year = {2003},
pages = {541--553}
}
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Abstract
The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achieve-ment in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a “boost ” to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed. Considerable evidence suggests that much of achievement mo-tivation (e.g., intrinsic interest, strategy use, and persistence) can be understood in terms of the different goals individuals bring to
Keyphrases
achievement goal performance goal active coping difficult premed course outcome goal normative goal achievement mo-tivation finding address discrepancy intrinsic interest different goal individual active learning goal strategy use predict decrement considerable evidence ability goal good grade longitudinal study ability-linked goal basic motivational process
