Performance-approach goals deplete working memory and impair cognitive performance.

Abstract

Although longitudinal studies have consistently shown the positive impact of performance-approach goals (i.e., the desire to demonstrate one's abilities and outperform others) on academic success, they might allow some strategic behaviors such as cheating and surface studying, leaving open the question of the sheer impact of performance-approach goals on cognitive performance. We argued that the pressure to outperform others might generate outcome concerns and thus deplete working memory resources available for the activity, thereby hindering cognitive performance. Three studies carried out in a laboratory context confirmed this hypothesis. During a demanding cognitive task, performance-approach goal manipulation hampered performance (Experiment 1) by generating distractive concerns that drew on the limited verbal component of working memory (Experiment 2). Moreover, this interference was shown to be specifically due to the activation of performance-approach goal-related thoughts during the task solving (Experiment 3). Together, the present results highlight the distractive consequence of performance-approach goals on cognitive performance, suggesting that cognitive resource allocation is divided among the storage, processing, and retrieval of task-relevant information and the activation of normative goal-attainment concerns.

A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance

“…Specifically, the effects of MAp goals and PAp goals were examined in all experimental achievement goal studies, with the exception of three studies (Chalabaev et al, 2012;Crouzevialle & Butera, 2013;Schunk, 1996). Given the relatively small number of experimental studies on avoidance goals, reliable moderator analyses could be conducted only for the MAp-PAp goal comparison (k = 21).…”

Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom: What goals do students set?

“…In contrast to individuals who have mastery goals, individuals who have a PAp goal orientation seek positive judgments of competence and will often try to outperform others: “My goal in this class is to get a better grade than most of the other students” (A. J. Elliot & McGregor, , p. 504). This goal orientation has been linked to high academic performance (Darnon, Butera, Mugny, Quiamzade, & Hulleman, ; Darnon, Harackiewicz, Butera, Mugny, & Quiamzade, ; Darnon et al, ; Harackiewicz et al, ; Mouratidis et al, ), but research has also linked it with a low use of learning strategies, depleted working memory, and self‐handicapping tendencies (Avery & Smillie, ; Crouzevialle & Butera, ; Fisher & Ford, ; Midgley, Kaplan, & Middleton, ). Individuals who demonstrate a PAv goal orientation focus on avoiding negative judgments of competence and may ascribe to the following goal: “My goal is to avoid doing poorly in this class” (A. J. Elliot & Church, , p. 223).…”

“…Elliot & McGregor, 2001, p. 504). This goal orientation has been linked to high academic performance (Darnon, Butera, Mugny, Quiamzade, & Hulleman, 2009;Darnon, Harackiewicz, Butera, Mugny, & Quiamzade, 2007;Darnon et al, 2017;Harackiewicz et al, 1997;Mouratidis et al, 2018), but research has also linked it with a low use of learning strategies, depleted working memory, and self-handicapping tendencies (Avery & Smillie, 2013;Crouzevialle & Butera, 2013;Fisher & Ford, 1998;Midgley, Kaplan, & Middleton, 2001). Individuals who demonstrate a PAv goal orientation focus on avoiding negative judgments of competence and may ascribe to the following goal: "My goal is to avoid doing poorly in this class" (A. J.…”

Achievement goals affect metacognitive judgments.

“…In the achievement goal literature, performance-approach goals are considered more difficult than mastery-approach goals because the success standard of mastery-approach goals is more vague and flexible than performance-approach goals, and thus elicit greater performance pressure (Senko & Harackiewicz, 2005). Additionally, performance-approach goals deplete working memory (Crouzevialle & Butera, 2013). Therefore, although study time did not differ between conditions, participants with performance-approach goals might feel greater subjective effort than those with mastery-approach goals, and as a result, performance-approach goals lead to higher metacognitive judgments.…”