Achievement goals, reasons for goal pursuit, and achievement goal complexes as predictors of beneficial outcomes: Is the influence of goals reducible to reasons?

Abstract

In the present research, we proposed a systematic approach to disentangling the shared and unique variance explained by achievement goals, reasons for goal pursuit, and specific goalreason combinations (i.e., achievement goal complexes). Four studies using this approach (involving nearly 1,800 participants) led to three basic sets of findings. First, when testing goals and reasons separately, mastery(-approach) goals and autonomous reasons explained variance in beneficial experiential (interest, satisfaction, positive emotion) and self-regulated learning (deep learning, help-seeking, challenging tasks, persistence) outcomes. Second, when testing goals and reasons simultaneously, mastery goals and autonomous reasons explained independent variance in most of the outcomes, with the predictive strength of each being diminished. Third, when testing goals, reasons, and goal complexes together, the autonomous mastery goal complex explained incremental variance in most of the outcomes, with the predictive strength of both mastery goals and autonomous reasons being diminished.Comparable results were observed for performance(-approach) goals, the autonomous performance goal complex, and performance goal-relevant outcomes. These findings suggest that achievement goals and reasons are both distinct and overlapping constructs, and that neither unilaterally eliminates the influence of the other. Integrating achievement goals and reasons offers the most promising avenue for a full account of competence motivation. The present research seeks to disentangle the influence of "what" individuals want to achieve (type of goals), "why" they want to achieve (type of reasons), and specific "what" and "why" combinations (type of goal-reason combinations). In four studies, we showed that mastery goals (striving for task mastery), autonomous reasons (striving because it is stimulating and valued), and a specific mastery goal -autonomous reason combination (striving for task mastery because it is stimulating and valued) all made separate positive contributions to beneficial achievement-relevant outcomes (e.g., interest, positive emotion, deep learning).Comparable results were observed for performance goals (striving to outperform others) and a specific performance goal -autonomous reason combination (striving to outperform others because it is stimulating and valuable). The present findings indicate that both type of goals and type of reasons are important for a full understanding of achievement motivation.

When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

“…Note that multicollinearity between predictors (here, between preparatory program and performance goals) does not violate Delrue et al 2016;Vansteenkiste et al 2014a;Michou et al 2016). Recently, other scholars have challenged this position, arguing that the variable includes both a goal and a reason component and would be better conceived as an achievement goal complex (Sommet and Elliot 2017; see also Senko and Tropiano 2016). We designed and conducted this set of studies before this debate; here, we conceive the variable as pertaining to reasons connected to achievement goals, and we conceive an achievement goal complex as corresponding to an interaction between this variable and the strength of the achievement goal (as in Gaudreau 2012; Gaudreau and Braaten 2016).…”

“…Fourth, one may question the way in which performance goals and controlled reasons were operationalized (i.e., as two separate constructs) as well as their location in the model (i.e., goals preceding reasons). Arguably, the combination between performance goals and controlled reasons forms a single, inseparable controlled performance goal complex (Sommet and Elliot 2017), which could be better assessed using single, inseparable items (e.g., Senko and Tropiano 2016). Future research may rely on this operationalization and test for a simpler model in which controlled performance goal complex mediates the relationship between selective assessment and exploitation orientation.…”

Motivational Climate Is Associated with Use of Video Games and Violence in Schoolchildren: A Structural Equation Model According to Healthy Behaviors

“…According to achievement goal theory, an individual's motivation towards engaging in sport or physical activity depends on the types of goals they set for themselves. These goals are called achievement goals [17,18].…”

Achievement Motivation And Regulatory Emotional Self-Efficacy In University Students

“…Several studies examined students' motivation in school context (Ames & Archer, 1988;Ames, 1992;Dweck, 1999), however little research has focused on the link between achievement motivation and emotional self-efficacy in university students at risk for dropping out (Pedditzi & Spigno, 2012;Ucar & Semra, 2017;Fritzsche, Schlingensiepen, & Kordts-Freudinger, 2018). Some of them, in educational psychology, examined students' motivation in school context, using the Goal Theory Approach to discuss research into motivation to learn (Elliot & Hulleman, 2017;Sommet & Elliot, 2017;Jamieson & Elliot, 2018). Students' engagement in academic activities is motivated by a complex set of achievement goals.…”