Abstract
In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
Highlights
Goals play an important role in motivational processes and outcomes
We examined whether the link between achievement goals and motivation and performance could be moderated by goal standard and goal framing
Using the abovementioned terms, we conducted a manual search of journals that routinely publish articles based on the achievement goal theory, including the American Educational Research Journal, Journal of Applied Psychology, Journal of Educational Psychology, Journal of Educational Research, Journal of Personality and Social Psychology, Journal of Sport and Exercise Psychology, Motivation and Emotion, Learning and Instruction, Human Performance, Personnel Psychology, and Personality and Social Psychology Bulletin
Summary
Goals play an important role in motivational processes and outcomes. The achievement goal theory (Dweck 1986; Dweck and Leggett 1988; Elliot and McGregor 2001; Nicholls 1984) has been established as an influential framework for understanding individual differences in motivation and performance. A large body of research demonstrates that achievement goals are relevant in everyday. A distinction can be made between mastery and performance goals, further subdivided into approach and avoidance goals (Elliot and McGregor 2001). Mastery-approach goals are aimed at the development of competence and gaining task mastery while mastery-avoidance goals are aimed at avoiding the deterioration of competence and falling short of one’s own standards. Performance-approach goals are aimed at the demonstration of competence and the pursuit of outperforming others while performance-avoidance goals are aimed at avoiding the demonstration of incompetence to others and avoiding to be one of the worst performers
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