The regulation of affect, anxiety, and stressful arousal from adopting mastery‐avoidance goal orientations

By Georgios D. Sideridis. 2008

107 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e753126b96ab87522a843216663ba637864e7899

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A 3 × 2 achievement goal model (2011, background): “For worry about exams, we predicted that other-avoidance goals would be a positive predictor, whereas the rest of the goals would be unrelated (see Brodish & Devine, 2009; Elliot & McGregor, 1999; Sideridis, 2008).”
The influence of mastery‐avoidance goals on performance improvement (2009, background): “For example, Sideridis (2008) demonstrated that relative to mastery-approach, performance-approach, and performance-avoidance goals, mastery-avoidance goals were more strongly associated with increases in cognitive and somatic anxiety using both selfreport and physiological assessments.”
A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance (2015, background): “Indeed, MAv goals in particular seem to be linked strongly and positively to fear of failure and to cognitive and somatic anxiety, as well as to negative physiological responses, such as an increased heart rate (Sideridis, 2008).”
Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach (2016, result): “…relate positively to students’ enjoyment (e.g., Daniels et al., 2008, 2009; King, McInerney, & Watkins, 2012; Shih, 2008) and that performance-avoidance goals relate positively to students’ anxiety (e.g., Bong 2009; Duchesne & Ratelle, 2010; Putwain & Symes, 2012; Shih, 2005; Sideridis, 2008).”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “…we should focus on reducing their concern about not meeting internal standards of excellence and its distractions of learning process (Sideridis, 2008), while for students with independent self-construal, we should focus on reducing their concern about demonstration of incompetence…”
How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “…suggest “that the emotional cost from adopting masteryavoidance goals may be great and may be even more substantial compared to the adoption of performanceavoidance goals, for which there is ample evidence regarding their deleterious effects for achievement and affect” (Sideridis, 2008, pg. 66).”
Dominant achievement goals of older workers and their relationship with motivation-related outcomes (2010, unknown): “In contrast to the pattern observed in some previous studies (Elliot & McGregor, 2001; Van Yperen, 2006), but in line with others (e.g., Sideridis, 2008; Van Yperen et al., 2009), our ﬁ ndings suggest that, among older workers, the pro ﬁ le associated with dominant mastery-avoidance goals is quite…”
Managing Perceived Stress among College Students: The Roles of Social Support and Dysfunctional Coping. (2012, background): “For example, Sideridis (2008) found that the five most frequent coping strategies among students to reduce stress were browsing the Internet, sleeping and resting, using instant messaging, complaining, and watching TV or movies.”
Perceived competence moderates the relation between performance-approach and performance-avoidance goals (2012, background): “Although mastery-approach and mastery-avoidance goals also tend to be positively correlated, their interrelation is typically not as strong as that for performanceapproach and performance-avoidance goals (Elliot & McGregor, 2001; Sideridis, 2008; Wang, Biddle, & Elliot, 2007), and furthermore, the a”
Managing Stress and Maintaining Well-Being: Social Support, Problem-Focused Coping, and Avoidant Coping (2011, background): “For example, seniors may embrace the value of “toughing out” stress, whereas some young adults may prefer to have fun (Sideridis, 2008).”
To Win, or Not to Lose, At Any Cost: The Impact of Achievement Goals on Cheating (2011, unknown): “Recent research demonstrates that this goal is more strongly associated with negative outcomes than initially anticipated (De Lange et al., in press; Sideridis, 2008; Van Yperen, Elliot and Anseel, 2009; cf. Elliot and McGregor, 2001).”