Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

Nicholls, John G.

doi:10.1037/0033-295x.91.3.328

Cited by 4,161Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological Testing and Assessment

Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

Nicholls, John G.·1984·Psychological Review

DOI 10.1037/0033-295x.91.3.328

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Abstract

Achievement behavior is denned as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individual's own past performance or knowledge. In this context, gains in mastery indicate competence. Second, ability can be judged as capacity relative to that of others. In this context, a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case. In this article, predictions of task choice, performance, and subjective experience in experimental achievement settings are derived, and relevant evidence is examined. An intentional view of behavior (Dennett, 1978) is adopted. In this, action is construed as a rational attempt to attain goals or incentives. In commonsense terms, individuals' actions serve to achieve purposes efficiently or economically. In the terms of games theory, action maximizes

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Achievement goal theory has consistently argued that grades engender a performance focus.
“the relatively long tradition of achievement goal theory (Ames, 1992; Butler, 1987; Nicholls, 1984) has consistently argued that grades engender a performance focus”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Nicholls, 1984
Nicholls argued that competition on valued tasks and on tasks presented as tests of valued skills should induce an ego orientation (performance goals), a focus on the protection of self-worth.
“in 1984 Nicholls argued that competition on valued tasks and on tasks that are presented as tests of valued skills should all induce an ego orientation (i.e., performance goals), a focus on the protection of self-worth.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Nicholls, 1984
The SAAFE principles were informed by self-determination theory, achievement goal theory, competence motivation theory and Epstein's TARGET framework.
“The SAAFE principles were informed by self-determination theory [39, 40], achievement goal theory [41], competence motivation theory [42, 43] and Epstein’s TARGET framework”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [41]
Many psychological theories highlight the significance of perceived competence and social support for motivation and the development of behavioral intentions.
“Many psychological theories highlight the significance of perceived competence and social support for motivation and the development of behavioral intentions [41–43, 96].”
From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [41]
Learning goals have been associated with high achievement motivation and continued displays of persistence, enjoyment, and good performance in the face of setbacks.
“In other words, they may orient toward learning goals, which have been associated with high achievement motivation (cf. Nicholls, 1984) as well as continued displays of persistence, enjoyment, and good performance in the face of setbacks (Dweck & Leggett, 1988; Elliott & Dweck, 1988).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Nicholls, 1984

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Authors: Nicholls, J. G.
Affiliations: Purdue University West Lafayette (US)
Corresponding author: Nicholls, John G.
Venue: Psychological Review
Publisher: American Psychological Association (APA)
Published: 1984-07
Volume: 91
Issue: 3
Pages: 328-346
ISSN: 0033-295X (ISSN-L)
1939-1471
DOI: 10.1037/0033-295x.91.3.328
OpenAlex: W2019107234
Cited by: 4,161
References: 102
Citations by year: 2026: 111 · 2025: 139 · 2024: 118 · 2023: 153 · 2022: 149 · 2021: 189 · 2020: 200 · 2019: 174 · 2018: 196 · 2017: 156 · 2016: 179 · 2015: 181 · 2014: 195 · 2013: 168 · 2012: 184
FWCI: 12.76
Type: journal article
Language: en
Open access: closed
Locations: Psychological Review (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
Keywords: achievement motivation, conceptions of ability, mastery motivation, self-assessment, task selection, performance, subjective experience, intentional action, competence

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Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

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