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

Abstract

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.

Clarifying the link between mastery goals and social comparisons in classroom settings

“…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.…”

Perverse Effects of Other-Referenced Performance Goals in an Information Exchange Context

“…After presenting this overview of the study, the goal manipulation was induced. In line with earlier work (e.g., Darnon et al 2010;Van Yperen 2003), the following goals were assigned: ''Perform better on your second ranking compared to the other's ranking'' (performance goal), or ''perform better on your second ranking compared to your first ranking'' (mastery goal). Next, the participants elaborated on their assigned goal in order to intensify the achievement goal manipulation.…”

Predicting Singapore students' achievement goals in their English study: Self-construal and classroom goal structure

“…In addition to the approach/avoidance distinction within mastery and performance achievement goals, recently researchers proposed that individuals can endorse multiple goals simultaneously and examined the consequences of the multiple goals (Barron & Harackiewicz, 2001;Daniels et al, 2008;Darnon, Dompnier, Gillieron, & Butera, 2010;Luo et al, 2011;Poortvliet & Darnon, 2010;Tapola & Niemivirta, 2008). For example, some studies (e.g., Barron & Harackiewicz, 2001;Harackiewicz et al, 2000;Harackiewicz, Barron, Carter, Lehto, & Elliot, 1997) examined mastery and performance approach goals and their interaction term in a multiple regression model and reported that the two types of achievement goals were independently beneficial for different measures of academic success.…”