Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis

Baranik, Lisa E.; Stanley, Laura J.; Bynum, Bethany H.; Lance, Charles E.

doi:10.1080/08959285.2010.488463

Cited by 173 publications

(199 citation statements)

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“…This pattern conceptually replicates the research on avoidance goals in general (e.g., Coats et al, 1996;Elliot & Sheldon, 1997) and for MAVO goals in particular (Van Yperen et al, 2009; for a meta-analytic review, see Baranik et al, 2010) -nearly all of which has relied on children or young adult samples.…”

Section: Discussionmentioning

confidence: 77%

“…Young adults perceived MAVO goals to be harder to attain than MAPP goals. This perception had enduring effects: the heightened goal difficulty intensified their feelings of performance pressure and, therefore, undermined their task interest, perceived competence, and performance when pursuing the MAVO goal.This pattern conceptually replicates the research on avoidance goals in general (e.g., Coats et al, 1996;Elliot & Sheldon, 1997) and for MAVO goals in particular (Van Yperen et al, 2009; for a meta-analytic review, see Baranik et al, 2010) -nearly all of which has relied on children or young adult samples.What about older adults? As hypothesized, they experienced MAVO goal pursuit quite differently.…”

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confidence: 77%

“…For example, MAVO goals tend to be associated with maladaptive forms of perfectionism (Stoeber, Uphill, & Hotham, 2009), anxiety during task engagement (Elliot & McGregor, 2001;Putwain & Daniels, 2010), procrastination (Howell & Watson, 2007) and ineffective task strategies (Elliot & McGregor, 2001;Howell & Watson, 2007), and, according to recent meta-analyses, low task interest and poor achievement (Baranik, Stanley, Bynum, & Lance, 2010;Hulleman, Schrager, Bodmann, & Harackiewicz, 2010).…”

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confidence: 99%

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Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Senko

Freund

2015

Motiv Emot

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Achievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however. Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and lossprevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general. Mastery-Avoidance Achievement Goals 2 AbstractAchievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however.Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and loss-prevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general.Key words: Achievement goals, mastery-avoidance, gains, losses, adult agedifferences Mastery-Avoidance Achievement Goals 3 Are Mastery-Avoidance Achievement Goals Always Detrimental?An Adult Development Perspective Achievement goal theory (Dweck, 1986;Nicholls, 1984) distinguishes two main types of goals often pursued in achievement situations: mastery goals, which focus on learning or developing one's ability, and performance goals, which instead focus on demonstrating one's ability by outperforming peers. Additionally, these goals separate into approach and avoidance forms (Elliot & McGregor, 2001;Pintrich, 2000). Mastery-approach goals entail striving to learn or improve, whereas mastery-avoidance goals entail striving to avoid failures to learn or decline in skill....

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Section: Discussionmentioning

confidence: 77%

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confidence: 77%

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confidence: 99%

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Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Senko

Freund

2015

Motiv Emot

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“…5 These 2 types of achievement goals are further subdivided into 4 types: (1) mastery-approach, where the individual is motivated to learn or improve skills; (2) masteryavoidance, where the individual is motivated to avoid learning failures or declines in skill; (3) performance-approach, where the individual is motivated to outperform others; and (4) performance-avoidance, where the individual is motivated to avoid doing worse than others. 6,7 Research conducted with undergraduate students from disciplines such as psychology, sociology, business, biology, and art investigated the impact of achievement goals on students' interest in academic activities, academic achievement (eg, scores), anxiety, surface learning [10][11][12] In contrast, the mastery-approach goal is linked to positive attributes, such as deep learning strategies, 13 high interest in the subject, 14 and seeking help when needed. 15 From the teacher's perspective, this goal orientation is highly valued.…”

Section: Introductionmentioning

confidence: 99%

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

Alrakaf

Anderson

Coulman

et al. 2015

American Journal of Pharmaceutical Education

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Objective: To identify pharmacy students' preferred achievement goals in a multi-national undergraduate population, to investigate achievement goal preferences across comparable degree programs, and to identify relationships between achievement goals, academic performance, and assessment type. Methods: The Achievement Goal Questionnaire was administered to second year students in 4 universities in Australia, New Zealand, England, and Wales. Academic performance was measured using total scores, multiple-choice questions, and written answers (short essay). Results: Four hundred eighty-six second year students participated. Students showed an overall preference for the mastery-approach goal orientation across all sites. The predicted relationships between goal orientation and multiple-choice questions, and written answers scores, were significant. Conclusion: This study is the first of its kind to examine pharmacy students' achievement goals at a multi-national level and to differentiate between assessment type and measures of achievement motivation. Students adopting a mastery-approach goal are more likely to gain high scores in assessments that measure understanding and depth of knowledge.

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“…Consequently, it is instructive to note that an effect size of r = .20 is typical of the relationship between academic help-seeking and variables that predict academic help-seeking. For example, correlations of around .20 have been found between academic help-seeking and mastery-approach and performance-avoidance goals (Baranik, Stanley, Bynum, & Lance, 2010;Roussel, Elliot, & Feltman, in press), perceived threat associated with help-seeking (Karabenick & Knapp, 1991), and socially prescribed perfectionism (Mills & Blankstein, 2000).…”

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confidence: 99%

Social affiliation cues prime help-seeking intentions.

Rubin¹

2017

Preprint

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(2009) recently found that 18-month old infants who had been primed with a social affiliation cue were more likely to offer to help another person. The present research investigated whether similar affiliation cues affect intentions to seek help, rather than offer help. Undergraduate psychology students (N = 122) were randomly assigned to one of two conditions in which they viewed a photograph of two people who were either holding hands (affiliation condition) or not holding hands (nonaffiliation condition). Participants then indicated their intention to ask other people for help when they worked on a university coursework assignment. Participants in the affiliation condition had significantly stronger intentions to seek help than participants in the nonaffiliation condition. These results are consistent with the idea that social affiliation cues activate a broad prosocial orientation that applies not only to others (i.e., help-giving) but also to the self (i.e., help-seeking). Future research should investigate the potential influence of attachment style on the relationship between affiliation cues, help-giving, and help-seeking.

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Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis

Cited by 173 publications

References 37 publications

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

Social affiliation cues prime help-seeking intentions.

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