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Approach and avoidance motivation and achievement goals
Abstract
Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.
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In the citing paper
“normative evaluations engender a preoccupation with performance concerns (Butler, 1987, 2006; Elliot, 1999; Elliot & Moller, 2003; Harter, 1978; Kluger & DeNisi, 1996; Nicholls, 1984).”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“both Elliot (1999) and Pintrich (2000) have argued that strong situational cues or contexts can override the effects of chronic goal orientation.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“Elliot (1999) argued that competence perceptions are but one among a whole series of potential intrapsychic and environmental goal predictors, adding that if the achievementsetting cues are sufficiently dominant, they have the potential to determine goal adoption directly via 'situation-specific concerns' (p. 176).”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“In addition, providing evidence in favor of Elliot's (1999) theory concerning the potential overriding effect that salient environmental variables might have over dispositional variables in the prediction of goal adoption, pretask perceptions of perceived competence in class exercises did not influence the adoption of performanceavoidance goals.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot's (1999)
In the citing paper
“the results of Experiments 2 and 3 provide further support for Elliot's (1999) argument that the association between low competence and performance-avoidance goal adoption is likely to be overridden by salient environmental cues.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot's (1999)
In the citing paper
“This is compatible with achievement goal theory, which also argues in favor of the existence of mediators that explain the link between environmental variables and achievement goal endorsement (Elliot, 1999).”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“the salience of potential failure that orients achievement contexts toward threat and can consequently generate performanceavoidance goals (Elliot, 1999) is a relevant issue in the context of graded assessment for all students, whatever their ability range.”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“In this way, results of Experiment 3 furnish a timely integration of achievement goal and self-determination theory and, furthermore, support for the multitiered motivational models favored by a number of theorists (DeShon & Gillespie, 2005; Elliot, 1999; Grouzet et al., 2004; Moller & Elliot, 2006).”
From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Elliot, 1999
In the citing paper
“The participants’ descriptions of moving from fear to curiosity in their academic learning (theme 4) can be seen as resonating with Dweck's (1986) descriptions of learning versus performance goals, and Elliot's (1999) distinction between approach and avoidance motivation in understanding achievement goals.”
From Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. (2015) · cites this paper as Elliot (1999)
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Metadata
- Authors
- Elliot, A. J.
- Affiliations
- University of Rochester (US)
- Corresponding author
- Elliot, Andrew J.
- ORCID
- Elliot, Andrew J.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1999-06
- Volume
- 34
- Issue
- 3
- Pages
- 169-189
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W1967940801
- Cited by
- 3,103
- References
- 137
- Citations by year
- 2026: 98 · 2025: 121 · 2024: 126 · 2023: 145 · 2022: 142 · 2021: 161 · 2020: 181 · 2019: 168 · 2018: 144 · 2017: 153 · 2016: 184 · 2015: 194 · 2014: 182 · 2013: 181 · 2012: 166
- FWCI
- 26.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- 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
- approach motivation, avoidance motivation, achievement goals, mastery goals, performance goals, performance-avoidance goals, mastery-avoidance goals
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