Competitive versus individualistic goal structures: The salience of past performance information for causal attributions and affect.
Abstract
Examined children's cognitive-attributional and affective response patterns within competitive and individualistic goal structures. Performing within a competitive or individualized setting was expected to influence how children utilized past performance and immediate performance outcome cues. 80 5th and 6th graders first performed individually to establish a performance history of success or failure and subsequently succeeded or failed in a competitive or individualized setting. Findings show that effort attributions covaried with outcome in the individualistic structure, whereas luck and outcome covaried in the competitive structure. Only in the individualistic structure was past performance a salient cue in determining positive or negative affective reactions. Through an attributional analysis, results are contrasted with prior research that has equated individualistic and competitive goal structures. (24 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)
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Normative evaluation criteria reduce the chances of developing a positive achievement orientation.
“an argument echoed by Ames and Ames (1981), who claimed that normative evaluation criteria reduce the chances of developing a positive achievement orientation”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Ames and Ames (1981)
Prior literature provides substantial support for the grade to performance-avoidance goal relationship.
“a close reading of salient literature provides a number of indications that provide substantial support for the grade to performance-avoidance goal relationship.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Ames and Ames (1981)
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- Authors
- Ames, C., & Ames, R.
- Affiliations
- University of Maryland, College Park (US)
- Venue
- Journal of Educational Psychology
- Published
- 1981-06
- Volume
- 73
- Issue
- 3
- Pages
- 411-418
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2025272665
- Cited by
- 100
- References
- 22
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 1 · 2020: 4 · 2017: 3 · 2016: 3 · 2015: 1 · 2014: 2 · 2013: 5 · 2012: 4
- FWCI
- 4.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (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 › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- causal attribution, effort attribution, luck attribution, past performance, performance outcomes, affect, children, attributional analysis, achievement motivation
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