Reevaluating the Benefits of Performance Goals: The Relation of Goal Type to Optimal Performance for Musicians and Athletes

2005 ◽  
Vol 20 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Nathalie Lacaille ◽  
Natasha Whipple ◽  
Richard Koestner
Keyword(s):  
Peak Performance ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Educational Domain ◽  
Optimal Functioning ◽  
And Performance ◽  
High Level ◽  
Approach Goals ◽  
Avoidance Goals

Recent educational research suggests that both mastery goals and performance-approach goals are beneficial for students, whereas performance-avoidance goals are harmful. The present study examined whether the same pattern of results would generalize to the domains of music and sports. High-level musicians and athletes reported their goals prior to a peak performance and a catastrophic performance. The results among athletes mirrored findings in the educational domain, with both mastery and performance-approach goals being associated with optimal functioning. The results among musicians, however, diverged in showing that performance goals were markedly more detrimental than mastery goals. It was also found that intrinsic goals associated with a focus on enjoyment were particularly helpful for musicians. Mediational analyses showed that musicians' greater vulnerability to performance-related anxiety accounted for the more damaging impact of performance goals. These findings suggest some possible danger in emphasizing any form of performance goal in domains such as music where performance-related anxiety is prevalent.

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

2019 ◽  
Vol 40 (9) ◽  
pp. 1369-1396 ◽  
Author(s):  
Cornelia Măirean ◽  
Loredana R. Diaconu-Gherasim
Keyword(s):  
Depressive Symptoms ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Parental Rejection ◽  
Mastery Goals ◽  
Future Studies ◽  
Maternal Rejection ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This present study investigated the longitudinal relations between depressive symptoms and achievement goals and whether maternal and paternal rejection moderated these relations. A sample of 436 early adolescents ([Formula: see text]age = 13.19, 58.33% girls) filled in scales measuring the depressive symptoms (Time 1), parental rejection (Time 2; 1 year later), and achievement goals (Time 2). Early adolescents’ depressive symptoms were positively related to performance-avoidance goals and negatively related to mastery and performance-approach goals. Furthermore, the father’s rejection was positively related to the adolescents’ performance-avoidance and negatively related to mastery goals, whereas maternal rejection was not related to achievement goals. Finally, maternal rejection moderated the association between depressive symptoms and performance-avoidance goals 1 year later. The implications of these results for future studies and educational practices are discussed.

scholarly journals WORK ETHIC AND MOTIVATION OF ACHIEVEMENT

2019 ◽  
Vol 24 (3) ◽  
Author(s):  
Damian Grabowski ◽  
◽  
Agata Chudzicka-Czupała ◽  
Żaneta Rachwaniec-Szczecińska ◽  
Keyword(s):  
Work Ethic ◽  
Avoidance Performance ◽  
Approach And Avoidance ◽  
Mastery Goals ◽  
Self Reliance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The article presents the mutual relations between the components of work ethic and achievement goals: mastery- approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Work ethic was presented as a syndrome of the following attitudes: 1) perceiving work as a moral value, 2) treating work as a central value in life, and 3) the belief in the importance of hard work that leads to success. This ethic also consists of the following components: 4) unwillingness to waste time, 5) disapproval of spare time (anti-leisure), 6) willingness to delay gratification, 7) willingness to act honestly at work (morality/ethic), and 8) being independent (self-reliance). The research conducted on the sample of 206 employees showed that the dimensions of work ethic are related the most strongly, average and positively to mastery-approach goals but weakly to mastery-avoidance. Performance- approach and performance-avoidance goals correlate positively with only two dimensions: self-reliance and the belief in the importance of hard work. Morality is negatively related to performance goals (approach and avoidance). Being independent (self-reliance) correlates positively but weakly with mastery goals (approach and avoidance). The results show clearly that work ethic is associated with mastery-approach goals. A person who assesses work high, aspires to reach the standard of mastery and it is the motivation that relies mainly on aspiration. Key words: work ethic, achievement motivation, achievement mastery goals, goals

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement

2001 ◽  
Vol 88 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Ayumi Tanaka ◽  
Hirotsugu Yamauchi
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Positive Relation ◽  
Mastery Goals ◽  
Intrinsic Interest ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

scholarly journals Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas

2019 ◽  
Vol 28 (2) ◽  
pp. 145-151
Author(s):  
Fabrizio Butera ◽  
Nicolas Sommet ◽  
Céline Darnon
Keyword(s):  
Cognitive Development ◽  
Social Relations ◽  
Mastery Goals ◽  
Conflict Regulation ◽  
Relational Outcomes ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Sociocognitive conflict arises when people hold different views or ideas about the same object, and it has the potential to promote learning, cognitive development, and positive social relations. The promotion of these outcomes, however, depends on how the conflict is regulated and with what goals: Mastery goals predict epistemic conflict regulation and the elaboration of multiple ideas, performance-approach goals predict competitive conflict regulation and the promotion of one’s own ideas, and performance-avoidance goals predict protective conflict regulation and yielding to other people’s ideas. Conflict regulation thus determines the conditions under which confronting diverging ideas results in positive cognitive and relational outcomes.

scholarly journals Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

2020 ◽  
Author(s):  
Junlin Yu ◽  
Ros McLellan
Keyword(s):  
Achievement Goals ◽  
Growth Mindset ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Fixed Mindset ◽  
Achievement Data ◽  
Latent Profile Analyses ◽  
Meaning Systems ◽  
And Performance

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

scholarly journals Achievement goals and perfectionism of high school students

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 517-534 ◽  
Author(s):  
Milica Milojevic ◽  
Snezana Stojiljkovic ◽  
Jelisaveta Todorovic ◽  
Kristina Kasic
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
School Students ◽  
Parental Criticism ◽  
Mastery Goals ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

On the Same Page in Sporting Dyads: Does Dissimilarity on 2 × 2 Achievement Goal Constructs Impair Relationship Functioning?

2010 ◽  
Vol 32 (6) ◽  
pp. 805-827 ◽  
Author(s):  
Ben Jackson ◽  
Chris G. Harwood ◽  
J. Robert Grove
Keyword(s):  
Relationship Satisfaction ◽  
Achievement Goal ◽  
Relationship Commitment ◽  
Relationship Functioning ◽  
Mastery Goals ◽  
Actor Partner Interdependence Model ◽  
Partner Effect ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This study examined the extent to which 2 × 2 achievement goal constructs (Elliot, 1999) were associated with key relational perceptions (i.e., relationship commitment, relationship satisfaction) for members of athlete-athlete dyads. Both members from 82 regional-level partnerships (mean age = 22.72, SD = 3.83) were recruited from a variety of dyadic sports (e.g., tennis, badminton, rowing). Actor-partner interdependence model analyses revealed that greater dissimilarity between partners on mastery-approach and performance-approach goals was associated with lower commitment and satisfaction. Mastery goals displayed positive actor effects with respect to both relationship perceptions, whereas performance-avoidance goals were negatively related to commitment (i.e., actor and partner effects) and satisfaction (i.e., partner effect). These results indicate that achievement goal constructs may align with important interpersonal perceptions in athlete dyads.

scholarly journals The Role of Passion and Achievement Goals in Optimal Functioning in Sports

2021 ◽  
Vol 18 (17) ◽  
pp. 9023
Author(s):  
Jany St-Cyr ◽  
Robert J. Vallerand ◽  
Léandre Alexis Chénard-Poirier
Keyword(s):  
Achievement Goals ◽  
Well Being ◽  
Sport Performance ◽  
Subjective Well Being ◽  
Mastery Goals ◽  
Optimal Functioning ◽  
Proposed Model ◽  
And Performance ◽  
Avoidance Goals

This study aimed to test the role of passion in the cognitive goals pursued in sport and the level of Optimal Functioning in Society (OFIS) derived from such sport engagement. A total of 184 competitive water polo and synchronized swimming athletes completed a questionnaire assessing their passion for their sport, achievement goals, and various scales assessing their level of OFIS (e.g., subjective well-being, relationship with their coach, sport performance, and intentions to continue in sport). It was hypothesized that harmonious passion (HP) would be positively associated with mastery goals while obsessive passion (OP) would be positively associated with mastery, performance-approach, and performance-avoidance goals. In turn, mastery goals were expected to positively lead to the four components of OFIS, whereas performance-approach and performance-avoidance goals should display less adaptive relationships with OFIS. The results of a path analysis generally supported the proposed model. As hypothesized, these findings suggest that HP leads to a more adaptive cognitive engagement in sport (than OP) that, in turn, fosters higher levels of optimal functioning.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

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