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    Clarifying the link between mastery goals and social comparisons in classroom settings

    240415.pdf (614.8Kb)
    Access Status
    Open access
    Authors
    Chatzisarantis, Nikos
    Nilay Ada, E.
    Bing, Q.
    Papaioannou, A.
    Prpa, N.
    Hagger, Martin
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Chatzisarantis, N. and Nilay Ada, E. and Bing, Q. and Papaioannou, A. and Prpa, N. and Hagger, M. 2016. Clarifying the link between mastery goals and social comparisons in classroom settings. Contemporary Educational Psychology. 46: pp. 61-72.
    Source Title
    Contemporary Educational Psychology
    DOI
    10.1016/j.cedpsych.2016.04.009
    ISSN
    0361-476X
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/42008
    Collection
    • Curtin Research Publications
    Abstract

    Previous experimental studies have documented that competence evaluations are function of social comparison information pertaining to classmates' grades even among mastery-oriented students who are not supposed to base perceptions of competence on social comparisons. This study aimed to replicate this link between mastery goals and social comparisons by using a measure of achievement goals that captured the comparison standards that students intended to adopt in classroom settings. In addition, we examined whether mastery-oriented and performance-oriented students responded differently to social comparisons, particularly unfavourable social comparisons with more capable classmates. In a study that aimed to predict perceptions of competence among university students, we showed that mastery-oriented students who intended to adopt self-referenced standards of comparison based perceptions of competence on social comparisons. In addition, response surface analysis supported a "mastery goal advantage" effect whereby mastery goals yielded higher perceptions of competence than performance goals among students who engaged in unfavourable social comparisons. Findings suggest that mastery goals are adaptive not because they motivate students to not engage in social comparisons but because they lead students to respond to unfavourable social comparisons in an adaptive way.

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