Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes

Motivation and Emotion

Volumn 34, Issue 4, 2010, Pages 333-353

  Vansteenkiste, Maarten ^a   Smeets, Stijn ^b   Soenens, Bart ^a   Lens, Willy ^b   Matos, Lennia ^c   Deci, Edward L ^d  

^a GHENT UNIVERSITY   (Belgium)

^b UNIVERSITY OF LEUVEN   (Belgium)

^c UNIVERSIDAD DE LIMA   (Peru)

^d UNIVERSITY OF ROCHESTER   (United States)

Author keywords

Achievement goal theory; Autonomous and controlled motivation; Performance approach goals; Self determination theory

Indexed keywords

EID: 78649668035     PISSN: 01467239     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11031-010-9188-3     Document Type: Article

References (92)

1. Accordino, D. B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of perfectionism, mental health, achievement and achievement motivation in adolescents. Psychology in the Schools, 37, 535-545.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84-93.
4. Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified and introjection approach and introjection avoidance motivations in school and in sport: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.
5. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychology Review, 64, 359-372.
6. Atkinson, J. W., & Feather, N. T. (Eds.). (1966). A theory of achievement motivation. New York: Wiley.
7. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
8. Bentler, P. (1990). Comparative fit indexes in structural equation models. Psychological Bulletin, 107, 238-246.
9. Bieling, P. J., Israeli, A., Smith, J., & Antony, M. M. (2003). Making the grade: Behavioural consequences of perfectionism in the classroom. Personality and Individual Differences, 35, 163-178.
10. Blatt, S. J. (1995). The destructiveness of perfectionism. American Psychologist, 50, 1003-1020.
11. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
12. Bollen, K. (1989). Structural equations with latent variables. New York: Wiley.
13. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176.
14. Browne, M., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. Bollen & J. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
15. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943.
16. Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88-99.
17. Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009). "Too complex for me!": Why do performance-approach and performance-avoidance goals predict exam performance? European Journal of Psychology of Education, 24, 423-434.
18. De Bilde, J., Vansteenkiste, M., & Lens, W. (2010). Underderstanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction (in press).
19. Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
20. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
21. DeCoster, S., Vansteenkiste, M., & Lens, W. (2007). Intrapersonal achievement goals: What is their conceptual status and what are their effects? Unpublished Research Report, University of Leuven.
22. Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and achievement. Psychological Science, 20, 939-943.
23. Dunkley, D. M., Blankstein, K. R., Masheb, R. M., & Grilo, C. M. (2006). Personal standards and evaluative concerns dimensions of "clinical" perfectionism: A reply to Shafran et al. (2002, 2003) and Hewitt et al. (2003). Behaviour Research and Therapy, 44, 63-84.
24. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
25. Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychology Review, 95, 256-273.
26. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
27. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation. New York: Guilford Press.
28. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
29. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
30. Elliot, A. J., & McGregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
31. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
32. Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
33. Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: Good or bad forms of regulation? International Journal of Educational Research, 39, 336-356.
34. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration and application. Journal of Educational Psychology, 100, 613-628.
35. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156.
36. Elliot, A. J., Zahn, I., & Maier, M. J. (2008). Why are you doing this? The reasons behind performance approach goals may alter achievement outcomes. In Paper presented at the annual meeting of the American educational research association (AERA). New York.
37. Enns, M. W., Cox, B. J., & Clara, I. (2002). Adaptive and maladaptive perfectionism: Developmental origins and association with depression proneness. Personality and Individual Differences, 33, 921-935.
38. Fox, J. (1991). Regression diagnostics. Thousand Oaks, CA: Sage.
39. Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14, 119-126.
40. Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
41. Frost, R. O., Trepanier, K. L., Brown, E. J., Heimberg, R. G., Juster, H. R., Makris, G. S., et al. (1997). Self-monitoring of mistakes among subjects high and low in perfectionistic concern over mistakes. Cognitive Therapy and Research, 21, 209-222.
42. Graham, S., & Golan, S. (1991). Motivational influences on cognition: Task Involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.
43. Grzegorek, J. L., Slaney, R. B., Franze, S., & Rice, K. G. (2004). Self-criticism, dependency, self-esteem, and grade point average satisfaction among clusters of perfectionists and nonperfectionists. Journal of Counseling Psychology, 51, 192-200.
44. Hair, J. F., Anderson, R., Tatham, R. L., & Black, W. C. (2006). Multivariate data analysis. Upper Saddle River, NJ: Prentice Hall.
45. Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology, 15, 27-33.
46. Hambleton, R. K. (1994). Guidelines for adapting educational and psychological tests: A progress report. European Journal of Psychological Assessment, 10, 229-244.
47. Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
48. Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
49. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
50. Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 4, 599-610.
51. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
52. Jordan, A. E. (2001). College student cheating: The role of motivation, perceived norms, attitudes, and knowledge of institutional policy. Ethics and Behavior, 11, 233-247.
53. Joreskog, K., & Sorbom, D. (1996). Lisrel 8 user's reference guide. Chicago: Scientific Software International.
54. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Contemporary Educational Psychology, 19, 141-184.
55. Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children's approach to schoolwork. Developmental Psychology, 42, 11-26.
56. Lacante, M., & Lens, W. (2005). Nederlandstalige aanpassing van de Weinstein-Palmer LASSI-scales [Dutch adaptation of the Weinstein-Palmer LASSI-scales]. Unpublished research paper, University of Leuven, Belgium.
57. Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology, 100, 15-29.
58. Matos, L., Lens, W., & Vansteenkiste, M. (2007). Achievement goal orientations, learning strategies and language achievement among Peruvian high school students. Psychologica Belgica, 47, 51-70.
59. McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. New York: Appleton-Century-Crofts.
60. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances? Journal of Educational Psychology, 93, 77-86.
61. Miles, J., & Shevlin, M. (2001). Applying regression and correlation. Thousand Oaks, CA: Sage.
62. Mills, J. S., & Blanstein, K. R. (2000). Perfectionism, intrinsic and extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and Individual Differences, 29, 1191-1204.
63. Miquelon, P., Vallerand, R. J., Grouzet, F. M. E., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31, 913-924.
64. Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structure on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432-447.
65. Newstead, S. E., Franklyn, S. A., & Armstead, P. (1996). Individual differences in cheating. Journal of Educational Psychology, 88, 229-241.
66. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychology Review, 91, 328-346.
67. Ommundsen, Y., Roberts, G. C., Lemyre, P.-N., & Miller, B. W. (2005). Peer relationships in adolescent competitive soccer: Associations to perceived motivational climate, achievement goals and perfectionism. Journal of Sports Sciences, 23, 977-989.
68. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning. Journal of Educational Psychology, 82, 33-40.
69. Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that effect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
70. Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In S. van Etten & M. Pressley (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press.
71. Rice, K. G., & Slaney, R. B. (2002). Clusters of perfectionists: Two studies of emotional adjustment and academic achievement. Measurement and Evaluation in Counseling and Development, 35, 35-48.
72. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.
73. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
74. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
75. Satorra, A., & Bentler, P. M. (1994). Corrections to test statistics and standard errors in covariance structure analysis. In A. Von Eye & C. C. Clogg (Eds.), Latent variables analysis: Applications for developmental research (pp. 399-419). Thousand Oaks, CA: Sage.
76. Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum.
77. Senko, C., Durik, A. M., & Harackiewicz, J. (2008). Historical perspectives and new directions in achievement goal theory: Understanding the effects of mastery and performance-approach goals. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of motivation science (pp. 100-113). New York: Guilford Press.
78. Shafran, R., & Mansell, W. (2001). Perfectionism and psychopathology: A review of research and treatment. Clinical Psychology Review, 21, 879-906.
79. Sheldon, K. M. (2002). The self-concordance model of healthy goal-striving: When personal goals correctly represent the person. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 65-86). Rochester, NY: The University of Rochester Press.
80. Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531-543.
81. Soenens, B., Vansteenkiste, M., Luyten, P., Duriez, B., & Goossens, L. (2005). Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment. Personality and Individual Differences, 38, 487-498.
82. Spray, C. M., Wang, C. K. J., Biddle, S. J., & Chatzisarantis, N. L. D. (2006). Understanding motivation in sport: An experimental test of achievement goal and self-determination theories. European Journal of Sport Sciences, 6, 43-51.
83. Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173-180.
84. Stoeber, J., Uphill, M. A., & Hotham, S. (2009). Predicting race performance in triathlon: The role of perfectionism, achievement goals and personal goal setting. Journal of Sport and Exercise Psychology, 31, 211-245.
85. Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354-365.
86. Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170-182.
87. Vansteenkiste, M., Lens, W., Dewitte, S., De Witte, H., & Deci, E. L. (2004). The 'why' and 'why not' of job search behavior: Their relation to searching, unemployment experience and well-being. European Journal of Social Psychology, 34, 345-363.
88. Vansteenkiste, M., Matos, L., Lens, W., & Soenens, B. (2007). Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement. Psychology of Sport and Exercise, 8, 771-794.
89. Vansteenkiste, M., Niemiec, C., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overivew, emerging trends, and future directions. In T. Urdan & S. Karabenick (Eds.), Advances in motivation and achievement, vol. 16: The decade ahead (pp. 105-166). UK: Emerald Publishing.
90. Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? Journal of Educational Psychology, 97, 468-483.
91. Weinstein, C. E., & Palmer, D. R. (1987). Learning and study strategies inventory (LASSI). Clearwater: H & H Publishing Company.
92. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.