The interaction between social goals and self-construal on achievement motivation

By R. Cheng, Shui‐fong Lam. 2013

109 citations recorded by the source corpus.

Abstract The motivational effects of mastery goals and performance goals have been widely documented in previous research on achievement motivation. However, recent studies have increasingly indicated a need to include social goals so as to gain a more comprehensive understanding of achievement motivation. The purpose of the present research was to examine how social goals predicted achievement motivation among students with different self-construals (independent versus interdependent). In Study 1, 134 Chinese 8th graders completed a questionnaire on self-construal, social goals, and avoidance behaviors. In Study 2, the causal effect of self-construal and social goals on students’ willingness to take a course for improvement after failure was examined with experimental manipulation. Participants were 121 Chinese 7th graders. Results demonstrated that social goals yielded higher report of avoidance behaviors (Study 1) and lower willingness to improve after failure (Study 2) for students with independent self-construal, but lower report of avoidance behaviors (Study 1) and higher willingness to improve after failure (Study 2) for those with interdependent self-construal. The research sheds light on the theoretical framework of achievement motivation that goes beyond mastery and performance goals.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/12d23ffac91a61e86c22cd59ec290c6c60018aba

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, background): “…motivation may also share positive relations to academic outcomes as previous studies have shown that extrinsic forms of motivation also matter for positive psychological outcomes especially in collectivist cultures (Caleon et al., 2015; Cheng & Lam, 2013; King, McInerney, & Watkins, 2012).”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “Similarly, some researchers proposed that some social goals for academic achievement are more akin to mastery goals for students with interdependent self-construal than for those with independent construal (Cheng & Lam, 2013; Urdan & Maehr, 1995).”
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement (2019, background): “…maladaptive in the West (e.g. performance-avoidance which involves avoiding showing others one’s lack of competence, seeking for social approval, obeying authority figures, and fulfiling social obligations), they are not always maladaptive in Asian cultures (Cheng and Lam 2013; Tao and Hong 2014).”