Clarifying the link between mastery goals and social comparisons in classroom settings
MetadataShow full item record
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.
Showing items related by title, author, creator and subject.
Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effectKamarova, Sviatlana; Chatzisarantis, Nikos; Hagger, Martin; Lintunen, T.; Hassandra, M.; Papaioannou, A. (2017)Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach ...
The interaction of achievement goal orientations, self-regulated learning and learning environment in high school science classroomsIverach, Michael Robert (2007)Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational ...
Transferring motivation from educational to extramural contexts: A review of the trans-contextual modelHagger, Martin; Chatzisarantis, N.L.D. (2012)A key question for educators is whether teaching styles, methods, and practices not only foster motivation toward, and persistence with, learning activities in the classroom but also in contexts outside of school (Ciani ...