Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes.

Abstract

Achievement goal theory originally defined performance-approach goals as striving to demonstrate competence to outsiders by outperforming peers. The research, however, has operationalized the goals inconsistently, emphasizing the competence demonstration element in some cases and the peer comparison element in others. A meta-analysis by Hulleman et al. (2010) discovered that students’ academic achievement was negatively predicted by performance-approach goals that focus on appearing talented, but positively predicted by performance-approach goals that focus on outperforming peers. The present meta-analysis extends that pattern to numerous other educational outcomes, such as competence perceptions and self-regulation. It does so while also removing a confound (i.e., the sample’s mean age) that varies systematically along with the type of performance-approach goal measure employed in studies. Discussion explores when and why the 2 types of performance-approach goals are most likely to diverge versus converge. It also considers 2 potential directions that goal theory can take to incorporate the 2 performance-approach goals.

The interactive effects of achievement goals and task complexity on enjoyment, mental focus, and effort

“…The essence of a strong performance‐approach goal is wanting to outperform one's peers, which implies a positive, “approach” orientation toward performance that should have a generally positive effect on mental focus and exerted effort. The results of the current study were consistent with earlier findings (e.g., Elliot et al, ; Lee et al, ; Senko & Dawson, ), showing that the relations between performance‐approach goals and mental focus and exerted effort were positive. However, the results also supported our prediction that the positive effects of performance‐approach goals vary for tasks of different complexity.…”

“…More recently, a meta-analysis examining educational outcomes (Senko & Dawson, 2017) reported additional mixed findings (positive and negative) resulting from performance-approach goals. Examples of additional positive outcomes included competence perceptions, selfregulation, and positive affect.…”

“…On the less optimal side, performance‐approach goals have been shown to be associated with surface processing of information (Elliot et al, ; McGregor & Elliot, ) and the experience of threat‐related emotions associated with an upcoming exam (McGregor & Elliot, ). More recently, a meta‐analysis examining educational outcomes (Senko & Dawson, ) reported additional mixed findings (positive and negative) resulting from performance‐approach goals. Examples of additional positive outcomes included competence perceptions, self‐regulation, and positive affect.…”

The relationship between cellphone use and achievement goals in junior high school students: A cross‐lagged analysis

“…Research indicates that an achievement goal orientation is a significant predictor of academic resilience (Jowkar, Kojuri, Kohoulat, & Hayat, ), belongingness and content instrumentality (Walker, ), school‐related control beliefs (e.g., general control‐expectations, perceived access to effort, luck, and capacity; Gonçalves & Lemos, ), and disruptive behavior during extracurricular activities (Agbuga, ). Achievement goals can also affect several educational outcomes, including competency perceptions and self‐regulation (Senko & Dawson, ), as well as students' academic achievement (Hulleman, Schrager, Bodmann, & Harackiewicz, ).…”

“…Achievement goals can also affect several educational outcomes, including competency perceptions and selfregulation (Senko & Dawson, 2017), as well as students' academic achievement (Hulleman, Schrager, Bodmann, & Harackiewicz, 2010).…”