Motivational, performance and affective consequences of mastery and performance achievement goals

grantor: University of TorontoThe present study examined the nature and consequences of the three achievement goals depicted in Elliot's tripartite model (Elliot, 1997; Elliot & Harackiewicz, 1996). 145 college students were randomly assigned a performance-approach, performance-avoidance or a mastery goal, regarding a social perception task. Following the task, participants received positive or negative performance feedback. In accordance with predictions, the mastery goal led to more beneficial outcomes than either performance goal, in both feedback conditions. Compared to both performance groups, mastery participants felt less externally controlled as they awaited the task, reported higher enjoyment and interest in the task, and had more optimistic predictions regarding future performance. The two performance goals had mostly similar outcomes, although a few interesting differences were also observed. Higgins's (1996) regulatory focus theory was also examined in this context, but was not supported. Theoretical implications for the tripartite model of goal framing and future research directions are discussed.M.A