Mastery and performance goals predict epistemic and relational conflict regulation

By Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera. 2006

180 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c2842050246324ed9e1bdcd9ba5a744d75a00426

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sanna Järvelä
2. Hanna Järvenoja
3. Piia Näykki
4. Christa S. C. Asterhan
5. Paul A. Kirschner
6. Baruch B. Schwarz
7. April R. Trees
8. Jeff Kerssen-griep

In Education

1. Sanna Järvelä
2. Hanna Järvenoja
3. Jeff Kerssen-griep
4. Piia Näykki
5. Céline Darnon
6. Paul A. Kirschner
7. Christa S. C. Asterhan
8. Jon A. Hess

In Experimental and Cognitive Psychology

1. Céline Darnon
2. Fabrizio Butera
3. Nico W. Van Yperen
4. Sanna Järvelä
5. Melvyn R. W. Hamstra
6. Judith M. Harackiewicz
7. Hanna Järvenoja
8. Jon A. Hess

Citations in the corpus

• Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context (2014, background): “Most importantly, a wellfunctioning group would recognise when there is a need for emotion regulation to prevent challenges from turning into detrimental conflicts (Darnon et al., 2006; De Dreu & Weingart, 2003; Sommet et al., 2012).”
• On Being Exposed to Superior Others: Consequences of Self-Threatening Upward Social Comparisons (2010, unknown): “the reference value; Collins, 1996; Mussweiler, 2003).”
• Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals (2007, background): “Interestingly, a recent study demonstrated that participants’ goals predicted different modes of conflict regulation in conflictual situations (Darnon et al., 2006).”
• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Darnon and colleagues (e.g., Darnon et al., 2007; Darnon et al., 2006) showed that achievement goals affect how students attempt to resolve conflict: Performance-approach goals orient students to focus on the interpersonal dimension of a disagreement, whereas mastery goals orient students to its epi”
• Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “, 2004) and lower tolerance for disagreement from a partner whose ideas are clearly wrong (Darnon et al., 2006).”
• Transformational and Transactional Leadership and Followers’ Achievement Goals (2013, background): “…behavior, pursuing mastery goals may lead individuals to behave more honestly, more cooperatively, and more constructively in interpersonal conflict, and to be less tactically deceptive (e.g., Darnon et al. 2006; Janssen and Van Yperen 2004; Poortvliet and Darnon 2010; Poortvliet et al. 2007).”
• Achievement goals in educational contexts: A social psychology perspective (2012, unknown): “We have demonstrated that mastery goals predicted epistemic regulation whereas performance goals predicted relational regulation (Darnon et al., 2006).”
• Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “Mastery-oriented learners, in turn, tend to respond more constructively to criticism*as do students within supportive learning environments (Cohen et al., 1999; Darnon et al., 2006; Dweck & Leggett, 1988; Tolhurst, 2007).”