Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory.

Abstract

Traditionally, theorists have described motivation in terms of approach and avoidance tendencies. In contrast, goal orientation research has focused primarily on 2 approach goals: demonstrating ability (performance-approach) and developing ability (task). A scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoid) was included with scales assessing approach goals in a survey given to 703 6th graders. Factor analysis supported the differentiation among the 3 scales. The performance scales were moderately positively correlated and exhibited low correlations with the task scale. With all 3 goals in regression equations, task goals predicted academic efficacy, self-regulated learning, and lower levels of avoiding seeking academic help in the classroom. Performance-avoid goals negatively predicted academic efficacy and positively predicted avoiding seeking help and test anxiety. Performance-approach goals did not emerge as the most significant predictor of any of these educationally relevant outcomes.

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