Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect

Kamarova, Sviatlana; Chatzisarantis, Nikos L. D.; Hagger, Martin S.; Lintunen, Taru; Hassandra, Mary; Παπαϊωάννου, Αθανάσιος

doi:10.1111/bjep.12168

Cited by 20 publications

(7 citation statements)

References 51 publications

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“…Students who pursue mastery goals are more likely to use adaptive learning strategies (e.g., Madjar et al, 2017), devote sustained efforts in school (Muenks et al, 2018), and experience well-being (see review Kaplan & Maehr, 2007). Recent findings suggested that endorsing academic mastery goals can also predict other important variables linked to students functioning such as attitudes toward social comparisons (Kamarova et al, 2017), life satisfaction (Diseth & Samdal, 2014), general well-being (Mastrotheodoros et al, 2017), and self-worth (Ben-Eliyahu et al, 2017). A longitudinal study that followed students’ interest and achievement in mathematics from elementary through middle school, revealed positive reciprocal relationships with their mastery and performance-approach goals and a negative reciprocal relationship with their performance-avoidance goals (Scherrer et al, 2020).…”

Section: Achievement Goal Orientationsmentioning

confidence: 99%

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals.

2021

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Previous research revealed that internalized symptoms of depression and anxiety are associated with adolescents' academic motivation. However, a gap remains regarding the longitudinal relationships between students internalized symptoms and their motivational functioning. Using achievement goals to conceptualize motivational functioning, this study examined the longitudinal relationships between adolescents' trajectories of achievement goals and their symptoms of depression and anxiety over a 6-year period. The sample included 762 students (55% girls) who completed an annual survey across adolescence (M age at Time 1 ϭ 11.80 years, SD ϭ 0.44). Growth curve analyses with time-varying covariates revealed that an increase in students' depression symptoms predicted a decrease in their mastery goals, while an increase in their anxiety symptoms predicted an increase in their performanceapproach and avoidance goals. Results were robust when controlling for students' gender, perceived classroom goal structures, and age. These findings corroborate, from a longitudinal perspective, theoretical frameworks that linked student motivation and emotions, and emphasize the importance of considering trajectories of adolescent symptoms of depression and anxiety in understanding their motivational development across adolescence.

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Section: Achievement Goal Orientationsmentioning

confidence: 99%

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals.

2021

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“…For Canadian students in 2005, a relationship was also reported between academic achievement and happiness (2). Higher academic achievement was also observed in teenagers with more happiness feeling (3,4). Currently, there is no integrated study to gather all data from published articles through a meta-analysis approach.…”

Section: Contextmentioning

confidence: 99%

Correlation Between Happiness and Academic Achievement in Iranian Students: A Meta-Analysis Letter

et al. 2019

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Context: Several studies declared a significant correlation between academic achievement as a behavioral index and happiness among Iranian students. Objectives: The present study aimed to explore the relationship between happiness and academic achievement in students through a systematic review and meta-analysis approach. We also aimed to categorize the influencing factors based on their type and study fields. Evidence Acquisition: Based on a systematic review and meta-analysis approach, we retrieved articles published in PubMed, Scopus, Web of Science, and Google Scholar databases using keywords including correlation, happiness, academic achievement, and students. We also searched the Persian equivalents of the keywords in a Persian database (i.e. SID) from 2013 to 2017. The Q statistic and I 2 index were utilized for seeking heterogeneity between studies. The statistical analyses were conducted by STATA 11.1 software. Results: Assessing the correlation coefficient between academic achievement and happiness scores led to z = 0.25 (95% CI: 0 -7.56, I 2 = 98.7%) and r = 0.24 (95% CI: 0 -50) in university students. Conclusions: Happiness improves the student's academic achievement. Thus, this factor should be considered for improving the students' performance.

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“…This may be because mastery-approach goals are primarily linked to a pattern of adaptive educational outcomes ( Sommet and Elliot, 2017 ). An alternative reason is that students who possess mastery-approach goals have fewer negative psychological responses to wrong social comparisons ( Kamarova et al, 2017 ). This study confirmed that mastery-approach goals are a remarkably powerful goal type ( Shih, 2012 ) that considerably boosts academic adjustment.…”

Section: Discussionmentioning

confidence: 99%

Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches

Wang

Xie

et al. 2021

Front. Psychol.

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Academic adjustment is a principal determining factor of undergraduate students’ academic achievement and success. However, studies pay little attention to freshmen’s antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.

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Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect

Abstract: Current findings broaden understanding of the adaptive nature of mastery-approach goals and suggest that it is possible to modulate aversive responses to unfavourable social comparisons by focusing attention on mastery-approach goals.

Cited by 20 publications

References 51 publications

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals.

A longitudinal analysis of the relationships between students’ internalized symptoms and achievement goals.

Correlation Between Happiness and Academic Achievement in Iranian Students: A Meta-Analysis Letter

Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches

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