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    Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect

    253368.pdf (470.7Kb)
    Access Status
    Open access
    Authors
    Kamarova, Sviatlana
    Chatzisarantis, Nikos
    Hagger, Martin
    Lintunen, T.
    Hassandra, M.
    Papaioannou, A.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Kamarova, S. and Chatzisarantis, N. and Hagger, M. and Lintunen, T. and Hassandra, M. and Papaioannou, A. 2017. Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect. British Journal of Educational Psychology. 87 (4): pp. 630-646.
    Source Title
    British Journal of Educational Psychology
    DOI
    10.1111/bjep.12168
    ISSN
    2044-8279
    School
    School of Psychology and Speech Pathology
    Remarks

    This is the peer reviewed version of the following article: Kamarova, S. and Chatzisarantis, N. and Hagger, M. and Lintunen, T. and Hassandra, M. and Papaioannou, A. 2017. Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect. British Journal of Educational Psychology. 87 (4): pp. 630-646, which has been published in final form at 10.1111/bjep.12168 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving at http://olabout.wiley.com/WileyCDA/Section/id-828039.html

    URI
    http://hdl.handle.net/20.500.11937/54823
    Collection
    • Curtin Research Publications
    Abstract

    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 goals. AIMS: This study aimed to confirm this so-called 'mastery goal advantage' effect experimentally. Methods: A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors. Sample: Participants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (Mage = 22.53, SD = 6.51). Results: Regression analyses pointed out that experimentally induced mastery-approach goals facilitated higher levels of competence and happiness with task performance than experimentally induced performance-approach goals in conditions of unfavourable social comparisons. In contrast, although performance-approach goals yielded the highest levels of happiness with task performance in conditions of favourable social comparisons, this positive effect of performance-approach goals did not extend to perceptions of competence. Conclusion: Current findings broaden understanding of the adaptive nature of mastery-approach goals and suggest that it is possible to modulate aversive responses to unfavourable social comparisons by focusing attention on mastery-approach goals.

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