MOTIVATION AND PERFORMANCE IN CONTEXT: THE INFLUENCE OF GOAL ORIENTATIONS AND INSTRUCTIONAL SETTING ON SITUATIONAL APPRAISALS AND TASK PERFORMANCE

By Markku Niemivirta. 2002

117 citations recorded by the source corpus.

The purpose of this study was to examine how students with different goal orientation patterns perform in a complex problem solving task under different instructional conditions. Ninth-grade students (N=143) performed a complex problem solving task after receiving either task-involving or ego-involving instructions. It was assumed that students emphasizing performance and avoidance goals (or both) would produce less positive situational appraisals than students emphasizing learning goals, and that these differences would be greater in the ego-involving condition. Consistent with the assumptions, higher levels of interest and self-efficacy were associated with the task-involving condition, while more self-handicaps were claimed in the ego-involving condition. Also as expected, the detrimental consequences of the ego-involving condition were most accentuated for performance-oriented students. In general, the results support the idea of multiple goals and multiple pathways. That is, students with different goal orientation patterns experienced task situations differently – even with no differences in their performance – and the degree and quality of these differences varied as a function of the instructional condition.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1e071a7be055828bcde40eb90f7438df751f9018

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Citations in the corpus

The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, unknown): “D ow nl oa de d by [ D uk e U ni ve rs ity L ib ra ri es ] at 1 0: 47 1 9 O ct ob er 2 01 2 2005, Fortunato & Goldblatt, 2006; Hovarth et al., 2006; Niemivirta, 2002; Radosevich et al., 2004; Schmidt & Ford, 2003; E. Skaalvik, 1997) to moderate range (47.5%; r = .30–.50, Church et al., 2001; Dai,…”
Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school (2020, methodology): “They describe students' general orientations towards learning and studying; in other words, students' tendency to prefer and choose certain kinds of goals and outcomes (Niemivirta, 2002).”
Stability and change in achievement goal orientations: A person-centered approach (2011, background): “In our view, specific goals represent objects, events, states, or experiences one seeks to attain, whereas goal orientations refer to a disposition that manifests itself in the individual’s propensity to select certain goals and to favor certain outcomes; it reflects individuals’ preferences for par”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, methodology): “For example, studies have systematically shown positive relationships between mastery goals and interest, depth of information processing, effort and persistence, use of effective learning strategies, self-efficacy, and positive emotions (Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; McGregor”