Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes

Journal of Educational Psychology

Volumn 108, Issue 8, 2016, Pages 1178-1192

  Senko, Corwin ^a   Tropiano, Katie L ^a  

^a STATE UNIVERSITY OF NEW YORK   (United States)

Author keywords

Achievement goal; Goal complex; Goal orientation; Self determination

Indexed keywords

EID: 84957650321     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/edu0000114     Document Type: Article

References (81)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
2. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372. http://dx.doi.org/10.1037/h0043445
3. Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23, 265-282. http://dx.doi.org/10.1080/08959285.2010.488463
4. 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. http://dx.doi.org/10.1037/0022-3514.80.5.706
5. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176. http://dx.doi.org/10.1207/s15326985ep4003_3
6. Butler, R. (1995). Motivational and informational functions and consequences of children's attention to peers' work. Journal of Educational Psychology, 87, 347-360. http://dx.doi.org/10.1037/0022-0663.87.3 347
7. Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67, 26-48. http://dx.doi.org/10.1006/obhd.1996.0063
8. Carbonneau, N., Vallerand, R. J., & Lafrenière, M. A. K. (2012). Toward a tripartite model of intrinsic motivation. Journal of Personality, 80, 1147-1178. http://dx.doi.org/10.1111/j.1467-6494.2011.00757.x
9. Carver, C. S., Sinclair, S., & Johnson, S. L. (2010). Authentic and hubristic pride: Differential relations to aspects of goal regulation, affect, and self-control. Journal of Research in Personality, 44, 698-703. http://dx.doi.org/10.1016/j.jrp.2010.09.004
10. Carver, C. S., & Scheier, M. F. (2000). Autonomy and self-regulation. Psychological Inquiry, 11, 284-291.
11. Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81, 223-243. http://dx.doi.org/10.1348/000709910X517399
12. Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038-1050. http://dx.doi.org/10.1037/0022-0663.76.6.1038
13. Crocker, J., Luhtanen, R. K., Cooper, M. L., & Bouvrette, A. (2003). Contingencies of self-worth in college students: Theory and measurement. Journal of Personality and Social Psychology, 85, 894-908. http://dx.doi.org/10.1037/0022-3514.85.5.894
14. Cross, S. E., Hardin, E. E., & Gercek-Swing, B. (2011). The what, how, why, and where of self-construal. Personality and Social Psychology Review, 15, 142-179. http://dx.doi.org/10.1177/1088868310373752
15. Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119-134. http://dx.doi.org/10.1037/a0012824
16. 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. http://dx.doi.org/10.1207/S15327965PLI1104_01
17. DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127. http://dx.doi.org/10.1037/0021-9010.90.6.1096
18. Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20, 939-943. http://dx.doi.org/10.1111/j.1467-9280.2009.02384.x
19. Dowson, M., & McInerney, D. M. (2004). The development and validation of the Goal Orientation and Learning Strategies Survey (Goals-S). Educational and Psychological Measurement, 64, 290-310. http://dx.doi.org/10.1177/0013164403251335
20. Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128. http://dx.doi.org/10.1207/s15326985ep4002_6
21. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. http://dx.doi.org/10.1037/0003-066X.41.10.1040
22. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. http://dx.doi.org/10.1207/s15326985ep3403_3
23. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press.
24. 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. http://dx.doi.org/10.1037/0022-3514.72.1.218
25. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. http://dx.doi.org/10.1037/0022-3514.803.501
26. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. http://dx.doi.org/10.1037/0022-0663.1003.613
27. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156. http://dx.doi.org/10.1023/A:1009057102306
28. Gaudreau, P. (2012). Goal self-concordance moderates the relationship between achievement goals and indicators of academic adjustment. Learning and Individual Differences, 22, 827-832. http://dx.doi.org/10.1016/j.lindif.2012.06.006
29. Gillet, N., Lafrenière, M. A. K., Vallerand, R. J., Huart, I., & Fouquereau, E. (2014). The effects of autonomous and controlled regulation of performance-approach goals on well-being: A process model. British Journal of Social Psychology, 53, 154-174. http://dx.doi.org/10.1111/bjso.12018
30. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553. http://dx.doi.org/10.1037/0022-3514.85.3.541
31. 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. http://dx.doi.org/10.1207/s15326985ep3301_1
32. Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915. http://dx.doi.org/10.1037/0022-3514.65.5.904
33. Hewitt, P. L., & Flett, G. L. (1993). Dimensions of perfectionism, daily stress, and depression: A test of the specific vulnerability hypothesis. Journal of Abnormal Psychology, 102, 58-65. http://dx.doi.org/10.1037/0021-843X.102.1.58
34. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127. http://dx.doi.org/10.1207/s15326985ep4102_4
35. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449. http://dx.doi.org/10.1037/a0018947
36. Job, V., Langens, T. A., & Brandstätter, V. (2009). Effects of achievement goal striving on well-being: The moderating role of the explicit achievement motive. Personality and Social Psychology Bulletin, 35, 983-996. http://dx.doi.org/10.1177/0146167209336606
37. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184. http://dx.doi.org/10.1007/s10648-006-9012-5
38. Karabenick, S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary Educational Psychology, 28, 37-58. http://dx.doi.org/10.1016/S0361-476X(02)00012-7
39. Kim, J. I., Schallert, D. L., & Kim, M. (2010). An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea. Journal of Educational Psychology, 102, 418-437. http://dx.doi.org/10.1037/a0018676
40. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
41. Lee, M., & Bong, M. (2015). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000048
42. Linnenbrink-Garcia, L., Middleton, M. J., Ciani, K. D., Easter, M. A., O'Keefe, P. A., & Zusho, A. (2012). The strength of the relation between performance-approach and performance-avoidance goal orientations: Theoretical, methodological, and instructional implications. Educational Psychologist, 47, 281-301. http://dx.doi.org/10.1080/00461520.2012.722515
43. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. American Psychologist, 57, 705-717.
44. Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In R. E. Ames & C. Ames (Eds.), Motivation in education: Student motivation (pp. 115-144). San Diego, CA: Academic Press.
45. Maehr, M. L., & Zusho, A. (2009). Achievement goal theory: Past, present, and future. In K. Wentzel & D. Miele (Eds.), Handbook of motivation at school (Vol. 1, pp. 77-104). New York, NY: Taylor & Francis.
46. Meng, X., Rosenthal, R., & Rubin, D. B. (1992). Comparing correlated correlation coefficients. Psychological Bulletin, 111, 172-175. http://dx.doi.org/10.1037/0033-2909.111.1.172
47. Michou, A., Vansteenkiste, M., Mouratidis, A., & Lens, W. (2014). Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology, 84, 650-666. http://dx.doi.org/10.1111/bjep.12055
48. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
49. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Urdan, T. (2000). Manual for the patterns of adaptive learning scales (PALS). Ann Arbor, MI: University of Michigan.
50. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. http://dx.doi.org/10.1037/0022-3514.75.1.33
51. Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103, 238-256. http://dx.doi.org/10.1037/a0021948
52. Nevitt, J., & Hancock, G. R. (2001). Performance of bootstrapping approaches to model test statistics and parameter standard error estimation in structural equation modeling. Structural Equation Modeling, 8, 353-377. http://dx.doi.org/10.1207/S15328007SEM0803_2
53. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346. http://dx.doi.org/10.1037/0033-295X.9L3.328
54. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. http://dx.doi.org/10.3102/00346543066004543
55. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. http://dx.doi.org/10.1007/s10648-006-9029-9
56. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. http://dx.doi.org/10.1037/a0013383
57. Pintrich, P. R., Conley, M. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319-337. http://dx.doi.org/10.1016/j.ijer.2004.06.002
58. Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory self-protective acts. In R. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-handicapping: The paradox that isn't (pp. 69-106). New York, NY: Plenum Press. http://dx.doi.org/10.1007/ 978-1-4899-0861-2_3
59. Senko, C. (in press). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. Wentzel & D. Miele (Eds.), Handbook of motivation at school (Vol. 2). New York, NY: Taylor & Francis.
60. Senko, C., Durik, A. M., Patel, L., Lovejoy, C. M., Valentiner, D., & Stang, M. (2013). Performance-approach goal effects on achievement under low versus high challenge conditions. Learning and Instruction, 23, 60-68. http://dx.doi.org/10.1016/j.learninstruc.2012.05.006
61. Senko, C., & Freund, A. M. (2015). Mastery-avoidance achievement goal effects in young versus elderly adults: A laboratory test. Motivation and Emotion, 39, 477-488. http://dx.doi.org/10.1007/s11031-015-9474-1
62. Senko, C., & Harackiewicz, J. M. (2005). Achievement goals, task performance, and interest: Why perceived goal difficulty matters. Personality and Social Psychology Bulletin, 31, 1739-1753. http://dx.doi.org/10.1177/0146167205281128
63. Senko, C., & Hulleman, C. S. (2013). The role of goal attainment expectancies in achievement goal pursuit. Journal of Educational Psychology, 105, 504-521. http://dx.doi.org/10.1037/a0031136
64. Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47. http://dx.doi.org/10.1080/00461520.2011.538646
65. Sheldon, K. M., Houser-Marko, L., & Kasser, T. (2006). Does autonomy increase with age? Comparing the goal motivations of college students and their parents. Journal of Research in Personality, 40, 168-178. http://dx.doi.org/10.1016/j.jrp.2004.10.004
66. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81. http://dx.doi.org/10.1037/0022-0663.89.L71
67. Tracy, J. L., & Robins, R. W. (2007). The psychological structure of pride: A tale of two facets. Journal of Personality and Social Psychology, 92, 506-525. http://dx.doi.org/10.1037/0022-3514.923.506
68. Urdan, T. (2000). The intersection of self-determination and achievement goal theories: Do we need to have goals? Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
69. Urdan, T. C., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243. http://dx.doi.org/10.3102/00346543065003213
70. Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354-365. http://dx.doi.org/10.1037/0022-0663.98.2.354
71. Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more is there to learn. Educational Psychology Review, 13, 115-138. http://dx.doi.org/10.1023/A:1009061303214
72. Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-133. http://dx.doi.org/10.1207/s15326985ep3902_3
73. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017. http://dx.doi.org/10.1177/0013164492052004025
74. Vansteenkiste, M., Lens, W., Elliot, A. J., Soenens, B., & Mouratidis, A. (2014). Moving the achievement goal approach one step forward: Toward a systematic examination of the autonomous and controlled reasons underlying achievement goals. Educational Psychologist, 49, 153-174. http://dx.doi.org/10.1080/00461520.2014.928598
75. Vansteenkiste, M., Mouratidis, A., & Lens, W. (2010). Detaching reasons from aims: Fair play and well-being in soccer as a function of pursuing performance-approach goals for autonomous or controlling reasons. Journal of Sport & Exercise Psychology, 32, 217-242.
76. Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34, 333-353. http://dx.doi.org/10.1007/s11031-010-9188-3
77. Van Yperen, N. W., Blaga, M., & Postmes, T. (2015). A meta-analysis of the impact of situationally induced achievement goals on task performance. Human Performance, 28, 165-182. http://dx.doi.org/10.1080/08959285.2015.1006772
78. Warburton, V., & Spray, S. (2014). Appearance- and competition-focused performance goals: Examining their links with performance in physical education. European Physical Education Review, 20, 305-318. http://dx.doi.org/10.1177/1356336X14524112
79. Wentzel, K. R. (2000). What is it that I'm trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115. http://dx.doi.org/10.1006/ceps.1999.1021
80. Ziegler, A., Dresel, M., & Stoeger, H. (2008). Addressees of performance goals. Journal of Educational Psychology, 100, 643-654. http://dx.doi.org/10.1037/0022-0663.100.3.643
81. Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239-260. http://dx.doi.org/10.1080/00461520.2011.614526