CoChat
Sign Up
Cited by 151Education, Achievement, and GiftednessSport Psychology and PerformancePsychological Testing and Assessment

Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference

Darnon, Céline, Harackiewicz, Judith M., Butera, Fabrizio, Mugny, Gabriel, Quiamzade, Alain·2007·Personality and Social Psychology Bulletin
DOI 10.1177/0146167207301022
Open this paper in CoChat — free account

Abstract

Performance-avoidance goals (the desire to avoid performing more poorly than others do) have been shown to have consistently deleterious effects on performance but the effects of performance-approach goals (trying to outperform others) are more complex. Two studies examine uncertainty as a moderator of the effect of performance-approach goals on performance. Experiment 1 shows that manipulated performance-approach goals lead to better performance than do performance-avoidance goals in the absence of uncertainty about performance but when participants learn that a coactor disagreed with them about problem solutions, creating uncertainty, performance-approach goals do not differ from performance-avoidance goals in their effect on performance. Experiment 2 shows that uncertainty also moderates the effects of self-set performance-approach goals. Moreover, the same dynamic occurs with another kind of uncertainty: negative competence feedback.

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 · 10.1177/0146167207301022

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

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?

  • The three-item performance-avoidance scale produced an initial alpha of .60, and only after removing the item 'My fear of performing poorly in this exercise is what motivates me' did the alpha rise to .71; a two-item version was retained for subsequent analyses.

    “Of note is the fact that the threeitem scale of performance avoidance produced an initial alpha of .60, and only when the item 'My fear of performing poorly in this exercise is what motivates me' was removed did the alpha rise to .71, as in Darnon, Harackiewicz, Butera, Mugny, and Quiamzade (2007). Consequently, a two-item version of this scale was retained for subsequent analyses.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Darnon, Harackiewicz, Butera, Mugny, and Quiamzade, 2007

    Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

    Experimental — accuracy not yet measured

  • In Experiment 1, the performance-avoidance goal scale had an initially low alpha and only two of the three habitual performance-avoidance goal items cohered.

    “Worthy of note in this first experimental study is the initially low performance-avoidance goal alpha and the fact that only two of the three habitual performance-avoidance goal items cohered, as also found in recent research by Darnon et al. (2007).”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Darnon et al. (2007)

    The cited paper’s Measures section (p. 8) reports a two-item performance-avoidance goal scale with α = .72, supporting the comparison to a two-item measure. It does not say that an initially low alpha led to retaining two of three habitual-goal items. The citing sentence describes its own first experiment; Darnon et al. are cited for the purported similar item-coherence finding. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • Elliot and Murayama (2008) have rehabilitated the original scale, eliminating the item that did not cohere with the other items in our studies and in other studies.

    “since the experiments were carried out, Elliot and Murayama (2008) have rehabilitated the original scale, eliminating the item that did not in our studies, as well as in other studies (Darnon et al., 2007), cohere with the other items.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Darnon et al., 2007

    The Measures section (p. 8) reports a two-item performance-avoidance scale based on an earlier scale, which supports the narrower point that this study used fewer items. It does not say that an item was eliminated because it failed to cohere with the others. The citation to Darnon et al. attaches to the claim about its study, not to Elliot and Murayama’s later revision. (LLM, conf=0.83)

    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.

Cites

Flagged first, then by citations

Research works printed but not linked: 39

  1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology , 80 , 260-267.
  2. Barron, K., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology , 80 , 706-722.
  3. Butera, F., & Mugny, G. (1995). Conflict between incompetences and influence of a low expertise source in hypothesis testing. European Journal of Social Psychology , 25 , 457-462.
  4. Butera, F., & Mugny, G. (2001). Conflicts and social influences in hypothesis testing. In C. K. W. De Dreu & N. K. De Vries (Eds.), Group consensus and minority influence: Implications for innovation (pp. 161-182). Oxford: Blackwell.
  5. Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology , 76 , 1038-1150.
  6. Darnon, C., Buchs, C., & Butera, F. (2002). Epistemic and relational conflict in sharing information during cooperative learning. Swiss Journal of Psychology , 61 , 139-151.
  7. Doise, W., & Mugny, G. (1984). The social development of the intellect. Oxford: Pergamon.
  8. Elliot, A. J. (1997). Integrating the 'classic' and 'contemporary' approaches to achievement motivation: A hierarchical model of approach and avoidance motivation. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143-179). Greenwich, CT: JAI.
  9. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology , 72 , 218-232.
  10. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology , 70 , 461-475.
  11. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology , 80 , 501-519.
  12. 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.
  13. Elliot, A. J., Shell, M. M., Bouas, H. K., & Maier, M. A. (2005). Achievement goals, performance contingencies, and performance attainment: An experimental test. Journal of Educational Psychology , 97 , 630-640.
  14. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology , 54 , 5-12.
  15. Festinger, L. (1950). Informal social communication. Psychological Review , 57 , 271-282.
  16. Grant, H., & Dweck, C. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology , 85 , 541-553.
  17. 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 , 12841295.
  18. 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.
  19. Hardin, C. D., & Higgins, E. T. (1996). Shared reality: How social verification makes the subjective objective. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition, Vol. 3. The interpersonal context (pp. 28-84). New York: Guilford.
  20. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research , 70 , 151-179.
  21. Kaplan, A., & Middleton, M. J. (2002). Should childhood be a journey or a race? A reply to Harackiewicz et al. Journal of Educational Psychology , 94 , 646-648.
  22. 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.
  23. McGarty, C., Turner, J. C., Oakes, P. J., & Haslam, S. A. (1993). The creation of uncertainty in the influence process: The roles of stimulus information and disagreement with similar others. European Journal of Social Psychology , 23 , 17-38.
  24. Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology , 57 , 487-503.
  25. 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.
  26. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology , 93 , 77-86.
  27. Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performances. European Journal of Social Psychology , 8 , 181-192.
  28. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review , 91 , 328-346.
  29. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology , 92 , 544-555.
  30. Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research , 39 , 319-338 .
  31. Pool, G. J., Wood, W., & Leck, K. (1998). The self-esteem motive in social influence: Agreement with valued majorities and disagreement with derogated minorities. Journal of Personality and Social Psychology , 75 , 967-975.
  32. Py, J., & Rainis, N. (2001). System variables and estimator variables in eyewitness testimony. In F. Butera & G. Mugny (Eds.), Social influence in social reality: Promoting individual and social change (pp. 249-264). Ashland: Hogrefe & Huber.
  33. Rhodewalt, F., & Tragakis, M. (2002). Self-handicapping and the social self: The costs and rewards of interpersonal self-construction. In J. Forgas & K. Williams (Eds.), The social self: Cognitive, interpersonal, and intergroup perspectives (pp. 121-143) Philadelphia: Psychology.
  34. Senko, C. M., Durik, A. M., & Harackiewicz, J. M. (in press). Historical perspectives and new directions in achievement goal theory: Understanding the effects of mastery and performance-approach goals. In J. Y. Shah & W. Gardner (Eds.), Handbook of motivation science. New York: Guilford.
  35. Senko, C. M., & Harackiewicz, J. M. (2002). Performance goals: The moderating roles of context and achievement orientation. Journal of Experimental Social Psychology , 38 , 603-610.
  36. Senko, C. M., & Harackiewicz, J. M. (2005a). Achievement goals, performance and task interest: Why perceived difficulty matters. Personality and Social Psychology Bulletin , 31 , 1739-1753.
  37. Senko, C. M., & Harackiewicz, J. M. (2005b). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology , 97 , 320-336.
  38. Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology , 97 , 366-375.
  39. Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology , 89 , 71-81.

Cited by

Sorted by citations

Authors
Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A.
Affiliations
  • Université Pierre Mendès France (FR)
  • University of Wisconsin–Madison (US)
  • University of Lausanne (CH)
  • University of Geneva (CH)
Corresponding author
Darnon, Céline
ORCID
Venue
Personality and Social Psychology Bulletin
Publisher
SAGE Publications
Published
2007-06
Volume
33
Issue
6
Pages
813-827
ISSN
  • 0146-1672 (ISSN-L)
  • 1552-7433
DOI
10.1177/0146167207301022
OpenAlex
W2044488713
Cited by
151
References
7
Citations by year
2026: 8 · 2025: 6 · 2024: 4 · 2023: 7 · 2022: 10 · 2021: 11 · 2020: 6 · 2019: 5 · 2018: 7 · 2017: 6 · 2016: 6 · 2015: 5 · 2014: 9 · 2013: 9 · 2012: 16
FWCI
11.13
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Personality and Social Psychology Bulletin (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
  • Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
Keywords
performance-approach goals, performance-avoidance goals, goal setting, uncertainty, self-regulation, social comparison
MeSH terms
Achievement, Adolescent, Adult, Aptitude, Avoidance Learning, Conflict, Psychological, Female, Goals, Humans, Internal-External Control, Male, Problem Solving, Self Efficacy, Feedback, Psychological, Uncertainty

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