Effects of task- and ego-achievement goals on information seeking during task engagement.

Butler, Robert A.

doi:10.1037/0022-3514.65.1.18

Cited by 202 publications

(221 citation statements)

References 49 publications

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“…Future research will have to examine the stability of the link observed here across various ages and class level. Moreover, previous research (Butler, 1992(Butler, , 1993 has shown that performance goal conditions promote concerns for selfassessment and self-enhancement, whereas mastery goals promote concern for self-assessment and self-improvement but not selfenhancement. Future research should examine whether mastery goals, associated to a strong performance goal focus (i.e., multiple goals), remain mainly focused on the informational function of social comparison but not on self-enhancement concerns.…”

Section: Discussionmentioning

confidence: 99%

“…She further demonstrated that students are interested in different kinds of social comparison information, including how to learn from others' answers (mastery goal) versus how to self-evaluate compared with others (performance goal). Yet even if students did so for different reasons, in both cases they searched for social comparison (see also Butler, 1993Butler, , 1995.…”

Section: Achievement Goals and Social Comparisonmentioning

confidence: 99%

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The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

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Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings.

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Section: Discussionmentioning

confidence: 99%

Section: Achievement Goals and Social Comparisonmentioning

confidence: 99%

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Darnon¹,

Dompnier²,

Gillieron³

et al. 2010

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…This is because although adoption of mastery goals yielded higher levels of competence than performance goals in conditions of unfavourable social comparisons, at the same time, unfavourable social comparisons yielded lower perceptions of competence than favourable social comparisons for mastery-oriented students. Notably, previous experimental research could not ascertain the magnitude of the "mastery goal advantage" effect either because they did not observe it (Van Yperen & Leander, 2014) or because they did not induce both favourable or unfavourable social comparisons in the same study (Butler, 1992(Butler, , 1993Darnon, Dompnier, Gillieron, & Buttera, 2010;Regner, Escribe, & Duperyat, 2007). In a way, therefore, results of the current study show that the social comparison effect observed in previous research is stronger than previously thought in that it is not eliminated by masteryoriented students' tendency to respond positively to unfavourable social comparisons.…”

mentioning

confidence: 99%

“…According to theory, people are concerned with social comparison when they pursue performance-approach goals and not when they pursue mastery-approach goals. Recently, however, a number of studies have documented that mastery-oriented students are not completely oblivious to normative information pertaining to classmates' grades (Butler, 1992(Butler, , 1993Darnon, Dompnier, Gillieron, & Buttera, 2010;Regner, Escribe, & Duperyat, 2007). Specifically, in a series of experimental studies conducted in educational contexts, Butler (1993) showed that students who were instructed to adopt mastery goals exhibited a marked interest in normative information pertaining to other students' grades.…”

Section: Introductionmentioning

confidence: 99%

“…Recently, however, a number of studies have documented that mastery-oriented students are not completely oblivious to normative information pertaining to classmates' grades (Butler, 1992(Butler, , 1993Darnon, Dompnier, Gillieron, & Buttera, 2010;Regner, Escribe, & Duperyat, 2007). Specifically, in a series of experimental studies conducted in educational contexts, Butler (1993) showed that students who were instructed to adopt mastery goals exhibited a marked interest in normative information pertaining to other students' grades. Likewise, Darnon et al (2010) observed a similar effect but also for multiple-goal endorsement students who adopted both performance-approach and masteryapproach goals simultaneously.…”

Section: Introductionmentioning

confidence: 99%

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