The DOI matches its OpenAlex record; 35 of the 35 references it cites were found in a registry or an index.
Individual Differences in Achievement Goals among Young Children
Abstract
Developmental research has generally not found evidence of helpless responses to failure in young children; a prevailing view is that young children lack the cognitive prerequisite for helplessness. However, recent evidence suggests that even preschoolers are vulnerable to helplessness in some situations. In the present study with 4- and 5-year-olds, we tested a goal-confidence model that predicts achievement behavior during failure for older children. We first categorized preschoolers' orientations toward "learning" or "performance" goals based on their preference for a challenging or nonchallenging task. As for older children, goal orientation was independent of ability and predicted cognitions and emotions during failure. Further, consistent with the model, within a learning goal, children displayed the mastery-oriented pattern regardless of confidence level, whereas within a performance goal, children with low confidence were most susceptible to helplessness. These behavior patterns were found on a second task as well. Thus, our findings show that individual differences in achievement goals emerge very early.
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Cites
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Self-citationLearned helplessness in humans: Critique and reformulation.
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Self-citationHow People Make Their Own Environments: A Theory of Genotype Environment Effects
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Cited by
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103
Development of Achievement Motivation
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0315 · Cited by 1,735
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
Midgley, C., Kaplan, A., & Middleton, M. (2001) · Journal of Educational Psychology · doi:10.1037//0022-0663.93.1.77 · Cited by 1,304
Self-compassion, Achievement Goals, and Coping with Academic Failure
Neff, K. D., Hsieh, Y.-P., & Dejitterat, K. (2005) · Self and Identity · doi:10.1080/13576500444000317 · Cited by 1,221
Math Anxiety, Working Memory, and Math Achievement in Early Elementary School
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013) · Journal of Cognition and Development · doi:10.1080/15248372.2012.664593 · Cited by 592
Metadata
- Authors
- Smiley, P. A., & Dweck, C. S.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1994-12-01
- Volume
- 65
- Issue
- 6
- Pages
- 1723-1723
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2149541117
- Cited by
- 326
- References
- 35
- FWCI
- 9.82
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
