Regulation of Achievement Goals: The Role of Competence Feedback.

Senko, Corwin; Harackiewicz, Judith M.

doi:10.1037/0022-0663.97.3.320

Cited by 195 publications

(149 citation statements)

References 52 publications

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“…CVT proposes a feedback loop from emotions to control and value appraisals (Pekrun 2006, Pekrun et al, 2007 such that the affective state reinforces motivational values and beliefs. Enjoyment, for example, has been shown to influence subsequent interest, effort, and mastery-approach goals (Ainly & Ainly, 2011;Dettmers et al, 2011;Putwain, Larkin, & Sander, 2013;Senko & Harackiewicz, 2005). Interventions derived from positive psychology and implemented in instructional contexts have shown how seemingly simple exercises, such as asking students to identify and reflect on their strengths can have powerful results on achievement-related beliefs, motivation, and performance (Green, Oades, & Robinson, 2011;Sin & Lyubomirsky, 2009;Waters, 2011).…”

Section: Is the Appraisal Of Fear Appeals Related To Subsequent Attaimentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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Section: Is the Appraisal Of Fear Appeals Related To Subsequent Attaimentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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“…Feedback is a crucial mechanism that directs people's efforts to the attainment of their personal achievement goals (e.g., DeShon, Kozlowski, Schmidt, Milner, & Wiechmann, 2004;Senko & Harackiewicz, 2005). Moreover, performance feedback has been shown to predict not only individuals' subsequent task performance but also their subsequent social exchange behavior (Vigoda-Gadot & Angert, 2007).…”

mentioning

confidence: 99%

The Joint Impact of Achievement Goals and Performance Feedback on Information Giving

Poortvliet

Janssen

Yperen

et al. 2009

Basic and Applied Social Psychology

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This research examined how performance feedback moderates the effects of individuals' achievement goals on information exchange when carrying out a novel and complex task. Experiment 1 demonstrated that mastery goal individuals who received positive performance feedback gave less modified information about their task performance to their exchange partner relative to both mastery goal individuals who received negative feedback and performance goal individuals (who received either negative or positive feedback). In Experiment 2, we found that relative to performance goals, mastery goals led to a stronger reciprocity orientation and a weaker exploitation orientation. Also, mastery goal individuals provided information of higher quality than performance goal individuals, thereby explaining the observed findings in Experiment 1.Information exchange may be helpful to acquire task-related problem solutions, particularly when people are engaged in carrying out new and complex tasks. However, the ability to give meaningful task-related information to others at a certain point during task execution depends on the performance level one has actually reached at that point. To make an assessment of their current task proficiency, individuals often use feedback information about the effects of their task activities they obtain from the task process itself or from constituents in the task environment. For example, when a coworker asks you how to use a specific software package that you yourself just successfully have learned to use, it is probably easy for you to provide this coworker with useful information. However, if you are still unable to operate the program yourself, it is obviously much harder for you to give your colleague meaningful information and you may therefore decide to invest extra effort in enhancing your skills before starting to provide your colleague with advice to use the program.Although task-related information exchange may take place without any ulterior motive, in this article we argue that people often use information giving to facilitate the attainment of their achievement goals. Achievement goals reflect the aim for an individual's achievement pursuits in a particular situation (Elliot, 2005). Take, for example, a young and high-performing lawyer who wants to exchange information with coworkers to further enhance her job-related performance. With her high task performance in mind, she may decide to share relevant information with a particular associate. This information giving goes hand in hand with the possibility of receiving desired information back, either immediately or at a later time, and thus might eventually contribute to further improving her individual jobrelated skills and enhancing her job performance.However, when the same lawyer has received feedback indicating that she is performing rather poorly, she may find herself in a difficult position of not being able to give her partner valuable task information, unless she first makes an investment in her task performance. Also problematic ...

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“…Individuals also regulate goals (Bandura, 1986) and so monitor, evaluate and revise goals where appropriate. Senko and Harackiewicz (2005) argue that individuals may either intensify or switch goals, depending on feedback and evaluation of goals. The research on goal change has typically used quantitative measures and focused on achievement goals (Fryer & Elliot, 2007;Pajares & Cheong, 2003;Shim, Ryan, & Anderson, 2008) and little has currently been reported about stability and change in social and multiple goals.…”

Section: Goal Changesmentioning

confidence: 99%

“…performance goals), making way for other goals, such as work avoidance and relationship goals. Students showed capacity to switch or intensify goals (Senko & Harackiewicz, 2005) based on their perceived immediate and future attainability. What is also interesting here is the relative stability of mastery goals as compared to performance goals, which, when unattainable seemed to lead to a switch to work avoidance goals.…”

Section: Managing Multiple Goals 30mentioning

confidence: 99%

Managing multiple goals in real learning contexts

Mansfield

2009

International Journal of Educational Research

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Understanding students' multiple goals in real learning contexts is an emerging area of importance for educators and researchers investigating student motivation in classrooms. This qualitative study conducted over an academic year investigates the multiple goals articulated by seven, 11 year old students and explores relationships between goals and changes in goals during the year. Findings show students pursue a range of related academic and social goals over time and that goals can be complementary and dynamic. The significance of multiple goals is emphasised as goals are shown to be complex, dynamic, and pursued simultaneously in real learning contexts.

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Regulation of Achievement Goals: The Role of Competence Feedback.

Cited by 195 publications

References 52 publications

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

The Joint Impact of Achievement Goals and Performance Feedback on Information Giving

Managing multiple goals in real learning contexts

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