CoChat
Sign Up
Cited by 97Education, Achievement, and GiftednessMotivation and Self-Concept in SportsPsychological Testing and Assessment

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

Open access
Darnon, Céline, Dompnier, Benoît, Gilliéron, Ophélie, Butera, Fabrizio·2010·Journal of Educational Psychology
DOI 10.1037/a0018161
Open this paper in CoChat — free account

Abstract

Régner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals-a possibility supported by a multiple-goal perspective-was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1037/a0018161

Cites

3 of 3 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Other goals, particularly mastery-approach goals, may be more salient at other points in the cycle and interact with other goals.

    “It is likely that other goals, particularly mastery-approach goals, may indeed be more salient at other points in the cycle, and interact with other goals (Barron & Harackiewicz, 2001; Darnon, Dompnier, Gillie ´ron, & Butera, 2010).”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Darnon, Dompnier, Gillie ´ron, & Butera, 2010

    The General Discussion (p. 8) reports an interaction between mastery and performance-approach goals, supporting the claim that goals can interact. But the paper does not establish that mastery-approach goals become more salient at other points in a cycle; Achievement Goals and Social Comparison (p. 1) explicitly says it does not distinguish mastery-approach from mastery-avoidance goals. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 50

  1. Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 197-220). San Diego, CA: Academic Press.
  2. Barron, K. E., & Harackiewicz, J. M. (2000). Achievement goals and optimal motivation: A multiple goals approach. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 229-254). San Diego, CA: Academic Press.
  3. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation; Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722.
  4. Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317-329.
  5. Butler, R. (1992). What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934-943.
  6. Butler, R. (1993). Effects of task- and ego-achievement goals on information seeking during task engagement. Journal of Personality and Social Psychology, 65, 18-31.
  7. Butler, R. (1995). Motivational and informational functions and consequences of children's attention to peers' work. Journal of Educational Psychology, 87, 347-360.
  8. Butler, R. (2005). Competence assessment, competence, and motivation between early and middle childhood. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 202-221). New York, NY: Guilford Press.
  9. Covington, M. V. (1992). Making the grade. A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
  10. Darnon, C., & Butera, F. (2007). Learning or succeeding? Conflict regulation with mastery or performance goals. Swiss Journal of Psychology, 66, 145-152.
  11. Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119-134.
  12. Darnon, C., Harackiewicz, J., Butera, F., Mugny, G., & Quiamzade, A. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33, 813-827.
  13. Darnon, C., Muller, D., Schrager, S. M., Pannuzzo, N., & Butera, F. (2006). Mastery and performance goals predict epistemic and relational conflict regulation. Journal of Educational Psychology, 98, 766-776.
  14. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
  15. Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press.
  16. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
  17. Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
  18. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
  19. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156.
  20. Fox, K., Goudas, M., Biddle, S., & Duda, J. (1994). Children's task and ego goal profiles in sport. British Journal of Educational Psychology, 64, 253-261.
  21. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
  22. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
  23. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
  24. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
  25. Levine, J. M. (1983). Social comparison and education. In J. M. Levine & M. C. Wang (Eds.), Teacher and student perception: Implications for learning (pp. 29-55). Hillsdale, NJ: Erlbaum.
  26. Linnenbrink, A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
  27. Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
  28. Midgley, C., Arunkumar, R., & Urdan, T. C. (1996). 'If I don't do well tomorrow, there's a reason': Predictors of adolescents' use of academic self-handicapping strategies. Journal of Educational Psychology, 88, 423-434.
  29. Muller, D., & Butera, F. (2007). The distracting effect of self-evaluation threat in coaction and social comparison. Journal of Personality and Social Psychology, 93, 194-211.
  30. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
  31. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
  32. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
  33. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.) . Upper Saddle River, NJ: Merrill.
  34. Poortvliet, P. M., Janssen, O., Van Yperen, N. W., & Van de Vliert, E. (2007). Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange. Personality and Social Psychology Bulletin, 33, 1435-1447.
  35. Re ´gner, I., Escribe, C., & Dupeyrat, C. (2007). Evidence of social comparison in mastery goals in natural academic settings. Journal of Educational Psychology, 99, 575-583.
  36. Riveiro, J. M. S., Cabanach, R. G., & Arias, A. V. (2001). Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 71, 561-573.
  37. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
  38. Shih, S.-S. (2005). Role of achievement goals in children's learning in Taiwan. Journal of Educational Research, 98, 310-319.
  39. Smith, M., Duda, J., Allen, J., & Hall, H. (2002). Contemporary measures of approach and avoidance goal orientations: Similarities and differences. British Journal of Educational Psychology, 72, 155-190.
  40. Steinberg, G. M., Singer, R. N., & Murphey, M. (2000). The benefits to sport achievement when a multiple goal orientation is emphasized. Journal of Sport Behavior, 23, 407-422.
  41. Urdan, T. (2004). Can achievement goal theory guide school reform? In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 13. Motivating students, improving schools: The legacy of Carol Midgley (pp. 361-392). Stamford, CT: JAI Press.
  42. Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 297-317). New York, NY: Guilford Press.
  43. Valle, A., Cabanach, R. G., Nun ˜ez, J. C., Gonza ´lez-Pienda, J., Rodrı ´guez, S., & Pin ˜eiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87.
  44. Van Yperen, N. W. (2003). Task interest and actual performance: The moderating effects of assigned and adopted purpose goals. Journal of Personality and Social Psychology, 85, 1006-1015.
  45. Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432-1445.
  46. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Vol. 7. Goals and selfregulatory processes (pp. 185-212). Greenwich, CT: JAI Press.
  47. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236250.
  48. Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
  49. Wood, J. V. (1989). Theory and research concerning social comparisons of personal attributes. Psychological Bulletin, 106, 231-248.
  50. Yzerbyt, V. Y., Muller, D., & Judd, C. M. (2004). Adjusting researchers' approach to adjustment: On the use of covariates when testing interactions. Journal of Experimental Social Psychology, 40, 424-431.

Cited by

Sorted by citations

Metadata

Authors
Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F.
Affiliations
  • Laboratoire de Psychologie Sociale et Cognitive (FR)
  • University of Lausanne (CH)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2010-02
Volume
102
Issue
1
Pages
212-222
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/a0018161
OpenAlex
W2145803081
Cited by
97
References
3
Citations by year
2026: 4 · 2025: 7 · 2024: 5 · 2023: 3 · 2022: 5 · 2021: 8 · 2020: 6 · 2019: 6 · 2018: 6 · 2017: 4 · 2016: 5 · 2015: 6 · 2014: 7 · 2013: 7 · 2012: 8
FWCI
10.44
Type
journal article
Language
en
Open access
Licence
other-oa
Locations
  • Journal of Educational Psychology (publishedVersion)
  • SERVAL (Université de Lausanne) (publishedVersion, other-oa)
  • IRIS (submittedVersion)
Funders
  • Swiss National Science Foundation
  • Agence Nationale de la Recherche (ANR-08-JCJC-0065-01)
Topics
  • Social Sciences › Psychology › Developmental and Educational 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
mastery goals, performance-approach goals, performance-avoidance goals, social comparison orientation, achievement goals, self-set goals, academic achievement motivation

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review