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ERIC Number: EJ1160463
Record Type: Journal
Publication Date: 2017-Dec
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0007-0998
Effects of Achievement Goals on Perceptions of Competence in Conditions of Unfavourable Social Comparisons: The Mastery Goal Advantage Effect
Kamarova, Sviatlana; Chatzisarantis, Nikos L. D.; Hagger, Martin S.; Lintunen, Taru; Hassandra, Mary; Papaioannou, Athanasios
British Journal of Educational Psychology, v87 n4 p630-646 Dec 2017
Background: Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. Aims: This study aimed to confirm this so-called "mastery goal advantage" effect experimentally. Methods: A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors. Sample: Participants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (M[subscript age] = 22.53, SD = 6.51). Results: Regression analyses pointed out that experimentally induced mastery-approach goals facilitated higher levels of competence and happiness with task performance than experimentally induced performance-approach goals in conditions of unfavourable social comparisons. In contrast, although performance-approach goals yielded the highest levels of happiness with task performance in conditions of favourable social comparisons, this positive effect of performance-approach goals did not extend to perceptions of competence. Conclusion: Current findings broaden understanding of the adaptive nature of mastery-approach goals and suggest that it is possible to modulate aversive responses to unfavourable social comparisons by focusing attention on mastery-approach goals.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A