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Cited by 430Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPerfectionism, Procrastination, Anxiety Studies

Achievement goals as predictors of achievement-relevant processes prior to task engagement.

McGregor, Holly A., Elliot, Andrew J.·2002·Journal of Educational Psychology
DOI 10.1037/0022-0663.94.2.381
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Abstract

This research comprised 3 studies (2 prospective and 1 short-term longitudinal) designed to investigate mastery, performance-approach, and performance-avoidance goals as predictors of achievement-relevant processes prior to the undergraduate examination experience. Results from across the 3 studies were supportive of the authors ’ hypotheses and revealed a differential predictive pattern for each of the achievement goals. Mastery goals were linked to numerous positive processes (e.g., challenge appraisals, absorption during preparation), performance-approach goals were linked to a more limited set of positive processes (e.g., challenge appraisals, grade aspirations), and performance-avoidance goals were linked to numerous negative processes (e.g., threat appraisals, anticipatory test anxiety). Implications for the trichotomous achievement goal model and educators are discussed.

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  • Performance-avoidance goals have been systematically linked to anxiety, hopelessness, shame, low ability-related self-esteem, and pretask threat appraisals, and negatively related to self-determination, perceptions of control, and feeling calm during evaluations.

    “Performanceavoidance goals, on the other hand, have been systematically linked to anxiety, hopelessness, shame (Pekrun, Elliot, & Maier, 2006), low ability-related self-esteem, and pretask threat appraisals and negatively related to self-determination, perceptions of control, and feeling calm during evaluations (Elliot & McGregor, 2001; McGregor & Elliot, 2002).”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as McGregor & Elliot, 2002

  • Grading has been shown to provoke challenge avoidance, as have performance-avoidance goals, whereas performance-approach goals are related to challenge construal.

    “First, although grading has been shown to provoke challenge avoidance (Harter, 1978), as have performance-avoidance goals (McGregor &Elliot, 2002), performance-approach goals are related with challenge construal (Elliot & Moller, 2003).”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as McGregor &Elliot, 2002

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Authors
McGregor, H. A., & Elliot, A. J.
Affiliations
University of Rochester (US)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2002-06
Volume
94
Issue
2
Pages
381-395
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.94.2.381
OpenAlex
W2112867721
Cited by
430
References
10
Citations by year
2026: 6 · 2025: 15 · 2024: 6 · 2023: 16 · 2022: 7 · 2021: 9 · 2020: 14 · 2019: 24 · 2018: 15 · 2017: 26 · 2016: 21 · 2015: 25 · 2014: 21 · 2013: 30 · 2012: 30
FWCI
12.00
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 › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
Keywords
achievement goals, mastery goals, performance-approach goals, performance-avoidance goals, challenge appraisal, threat appraisal, exam preparation, task engagement

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