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A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance
Abstract and Figures
The purpose of this research was to meta-analyze studies which experimentally induced an achievement goal state to examine its causal effect on the individual’s performance at the task at hand, and to investigate the moderator effects of feedback anticipation and time pressure. The data set comprised 19 papers, 79 individual effect sizes, and 3,482 participants. Performance measures represented task performance across a variety of tasks. The findings indicate that relative to avoidance goals (either performance-avoidance goals or mastery-avoidance goals), approach goals (either mastery-approach goals or performance-approach goals) enhance task performance. Furthermore, relative to performance-approach goals, mastery-approach goals lead to better performance, particularly when individuals do not anticipate feedback and when there is no time pressure. Implications and future directions for research are discussed.
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... There is substantial evidence indicating that learning approach goals are linked to favorable learning outcomes. For example, meta-analyses suggest that they enhance task performance (Van Yperen, Blaga, & Postmes, 2015) or academic achievement (Huang, 2012). Also, there are studies that suggest positive effects of learning goals on digitally supported learning processes. ...
... Regarding research about performance goals in general, which include appearance approach and appearance avoidance goals, metaanalyses indicate that performance approach goals are associated with positive effects on (task) performance (Van Yperen, Blaga, & Postmes, 2014, 2015 and academic achievement (Huang, 2012). In line with this, a study by Holzer, Bürger, Lüftenegger, and Schober (2022) indicates that appearance approach goals display positive associations with engagement and perseverance (Holzer et al., 2022). ...
... In summary, the current state of research suggests that learning approach goals exhibit stronger positive associations with achievement, performance and engagement in comparison to performance approach goals and performance avoidance goals (Holzer et al., 2022;Huang, 2012;Van Yperen et al., 2014, 2015. Yet, performance approach goals also show positive associations with achievement and performance (Huang, 2012;Van Yperen et al., 2015). ...
Computer-supported peer feedback offers great potential to enhance students' learning. Yet, students sometimes do not use computer-supported peer feedback opportunities, which partially can be the result of low technology acceptance. The UTAUT-model specifies performance expectancy, effort expectancy, and facilitating conditions as decisive factors for the intention to use a technology. From a motivational perspective, however, it can be expected that also students' achievement goals have an impact on the intention to use an online peer feedback tool. Therefore, we investigated the effects of learning approach, appearance approach, appearance avoidance, work avoidance and relational goals (besides performance expectancy, effort expectancy and facilitating conditions) on 155 computer science students' intentions and actual use of an online peer feedback tool and their performance in an end-of-course exam. Results of path modelling the longitudinal, student and log-data informed data showed that students' intentions predicted actual use, which predicted exam performance. Learning approach goals positively predicted the intention to use the tool, while performance and work avoidance goals did not predict intentions. Relational goals, however, negatively predicted intentions and end-of-course performance, shedding light on the importance of students' social motivations when using online peer feedback tools in their studies (e.g., peer feedback might be perceived as a social threat). Thus, the results point to the importance of an appropriate framing of online peer feedback tool use in educational settings as a learning opportunity and to reduce students’ possible concerns about their social relationships when using online peer feedback tools.
... Another study by Lindzus, Kröger and Staufenbiel (2015) with an experimental design proves that individuals with induced learning goal orientation perform significantly better in an adaptive performance task than individuals with induced performance goal orientation. Further research could take up first empirical indications from that a fourth facet called "mastery/learning-avoidance goal orientation" of goal orientation exists (Van Yperen, Blaga & Postmes, 2015). ...
In a dynamic professional world in which constant changes determine the working life of many companies, changes are also required of employees. Thus, traditional facets of job performance (in-role performance) are increasingly losing importance, while new performance facets are becoming more important. Based on the Model of Positive Work Role Behaviors (Griffin, Neal & Parker, 2007), a field study (N = 397
employees) examines and contrasts in-role performance with two of these newer performance facets, adaptive performance and proactive behavior. The results show that the motivational styles resistanceto change correlates negatively (r = -.62 and r = -.47) and learning goal orientation correlates positively(r = .66 and r = .68) with the newer performance facets. Furthermore, it can be demonstrated that both
resistance to change and learning goal orientation act as differential predictors, as both predictors are expected to correlate higher with adaptive performance and proactive behavior than with in-role performance. Based on the empirical findings, recommendations for further research and HR practice are derived.
... The literature in organizational psychology has investigated and analyzed it as a predictor of task and job performance [151]. Environmental citizenship behavior (OCBE) and other non-task work behaviors may be theoretically predicted by goal orientations, according to this research. ...
This study examined the link among environmentally conscious organizational citizenship behavior (OCBE) and responsible leadership among 167 management-level workers in manufacturing plants of arts industry in a developing economy. The study explored the impact of responsible leadership on OCBE, both directly and indirectly through colleague exchange. It also explored the role of a green organizational environment, employee goal orientation, and supervisory support in regulating the link between coworker exchange and OCBE. The findings indicated that responsible leadership held a substantial and favorable influence on organizational citizenship behavior and that this link was mediated via colleague interchange. Workers who exhibited high degrees of goal orientation and were exposed to a sustainable work environment exhibited higher organizational citizenship behavior towards the environment (OCBE), suggesting a connection between colleague contact and OCBE. However, the support from supervisors did not have any moderating effect on this association. The study offers practical and management insights into how to encourage eco-behavior in the workplace.
... Indeed, although it may lead to some performance increases through a mastery orientation, this second road also leads people to try to be better than others and to avoid performing worse than other performers. Whereas trying to be better than others is generally positively associated with performance, trying to avoid failing generally undermines performance (Van Yperen et al., 2015) and psychological well-being. The in-class discussion could lead students to reflect on the two roads to performance when under the influence of HP or OP. ...
... Alors que de nombreux travaux s'intéressent aux effets de la pression temporelle sur des facteurs de performance (p.ex. Ordonez et Benson III, 1997;Payne et al., 1996;Van Yperen et al., 2015), peu considèrent les mécanismes menant à ces résultats. Notre étude contribue ainsi à la recherche en démontrant comment cette pression influence le processus motivationnel par le biais des sentiments de futilité de s'exprimer et d'engagement organisationnel. ...
Dans un contexte de transformation où les rôles et responsabilités des employés de première ligne ne cessent d’augmenter et de se complexifier, le temps devient une denrée rare. Or, l’engagement de ces mêmes employés est crucial pour la réussite des efforts de changement d’une organisation. Relevant de ces enjeux, notre étude vise donc à comprendre comment la pression temporelle influence l’engagement organisationnel des employés de première ligne. S’appuyant sur la théorie de la conservation des ressources et les théories implicites de la prise de parole, nous suggérons que la pression temporelle perçue par l’employé chez son gestionnaire le mène à se désengager en raison d’un sentiment accru de futilité de s’exprimer pour partager ses idées. Nous avançons aussi que cette relation est plus forte lorsque l’employé se sent également pressé par le temps, mais qu’elle n’est plus significative lorsque l’employé a du temps pour prendre en main les enjeux qu’il soulève. Réalisée en deux temps de mesures, notre étude implique la participation de 326 policières et policiers canadiens. Les résultats obtenus grâce à une analyse de régression multiple confirment nos hypothèses. Ces éléments sont finalement discutés, offrant ainsi des contributions théoriques et pratiques importantes.
Problem Statement: Athletes' goal orientation is a widely-studied topic in sports because motivation significantly influences sport participation and overall development. According to Achievement Goal Theory (AGT), athletes adopt either a task/mastery orientation-where success is determined by continuous development-or an ego orientation, where success is determined by comparison to others' performance. These orientations impact athletes' effort, perseverance and, ultimately, their performance. However, goal orientation is not only intrinsic; it can also be shaped by parental behaviors and involvement in sports. The present study tests the assumption that athletes' perception of parental involvement affects their goal achievement orientation, which, in turn, predicts their performance. Approach: A total of 153 young athletes competing at elite levels were followed across a football season. At Time 1 (T1), participants completed a questionnaire assessing their parents' involvement in sport (for both mothers and fathers), their own goal achievement orientation, and their perceived performance. At Time 2 (T2), the final stage of the season, they again completed a measure of perception of performance. Additionally, objective performance data were collected by researchers at both T1 and T2. Results and Conclusions: The results revealed that athletes' perceptions of ´parental involvement can influence their goal orientations-specifically, the involvement of their fathers, but not mothers. This, in turn, affects their perceptions of performance, though it does not have an impact on actual (objective) performance. In other words, the more athletes perceive their fathers to be involved in their sport, the stronger their mastery orientation, which contributes to a more positive perception of performance at T1 and consequently T2.
Achievement goal orientation (GO) has been established as a key driver of creativity, shaping how individuals approach and solve problems in the workplace. However, prior research has yielded inconsistent findings regarding the nature of the GO–creativity relationship. Our goal for this study was to conduct a meta-analysis on the relationship between achievement GO and employee creativity. The overall effect sizes (Pearson’s r) for the relationships between four types of achievement GO and employee creativity were examined. Findings indicated that learning goal orientation (LGO) (uncorrected r = .29, r* = .32), performance (overall) GO (uncorrected r = .19, r* = .22), and performance-approach GO (uncorrected r = .15, r* = .18) were significantly and positively associated with employee creativity, while performance-avoid GO was significantly and negatively associated (uncorrected r = −.10, r* = −.10). A set of moderator analyses revealed that the LGO–creativity relationship was stronger at the team level and among females. Additionally, self-rated (vs. supervisor-rated) creativity showed a stronger link to the LGO. For performance-avoid goals, younger employees experienced a weaker negative impact on creativity, while organizational tenure strengthened this association. These findings offer theoretical and practical insights into how GO and contextual factors shape creativity in the workplace.
Background
The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers' achievement goals is associated with students' academic performance.
Aims
The current study sought to investigate the impact of congruence and discrepancy between students' perceptions of teachers' and parents' achievement goals, including mastery goals and performance goals, on students' academic performance in mathematics and language.
Sample and Methods
Data were collected from a sample of 4944 Chinese students from Grades 3 to 8 using self‐reported questionnaires. Polynomial regression with response surface analyses were employed to analyse the data.
Results
The results indicated that students' performance in both mathematics and language improved when congruence levels were high in perceived teachers' and parents' mastery goals. Conversely, the congruence level between perceptions of teachers' and parents' performance goals was only related to students' mathematics performance.
Conclusions
The findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance.
Achievement goals have been key concepts for describing what motivates individuals in educational contexts. While achievement goals have often merely been conceptualized in terms of aspired end-states (aims of goal striving), contemporary research has proposed a more holistic perspective synthesizing these aims alongside autonomous versus controlled reasons derived from Self-Determination Theory into so-called achievement goal complexes. How these aims and reasons align is a matter of further discussion. An overview of empirical studies on goal complexes as well as associations between achievement goals and overarching goal systems reveals that aims differ in whether they show strong communality (static goal regulation) or rather high situational fluctuation regarding underlying reasons (dynamic goal regulation). Particularly, mastery aims show primarily strong bounds with autonomous reasons, whereas performance aims are more ambiguously aligned with underlying reasons. This has implications for the development of an overarching theory as well as for educational practice aiming to foster certain goals and goal complexes. Potential avenues for future research such as further investigations into goal valence, a broader set of aims, the impact of culture, and goal development are discussed.
Uniting separate research streams on situational and dispositional goals, we investigated goal setting and goal orientation together in a complex business simulation. A specific learning goal led to higher performance than did either a specific performance goal or a vague goal. Goal orientation predicted performance when the goal was vague. The performance goal attenuated correlations between goal orientation and performance. The correlation between a learning goal orientation and performance was significant when a learning goal was set. Self-efficacy and information search mediated the effect of a learning goal on performance. Goal setting studies have their roots in organizational psychology, in contrast to research on goal orientation, which has roots in educational psychology. The focus of goal orientation studies is primarily on ability, whereas that of goal setting is on motivation. Consequently, the tasks used in goal setting research are typically straightforward for research participants, as the emphasis is primarily on effort and persistence. The tasks used in studies of goal orientation are usually complex, as the focus is on the acquisition of knowledge and skill. Performance is a function of both ability and motivation. Yet one research camp rarely takes into account findings by the other. The result is increasing confusion in the literature between a performance goal and a performance goal orientation; between the roles of situational as opposed to dis-positional goals as determinants of behavior; the circumstances in which a learning goal versus a learning goal orientation is likely to increase performance ; and whether goal orientation is a mod-erator of the goal-performance relationship. The purpose of the experiment reported here was to draw connections between these two related yet separate streams of work in organizational behavior , namely, goal setting and goal orientation.
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can combine with mastery goals to promote optimal motivation. The authors review theory and research to substantiate their claim that goal theory is in need of revision, and they endorse a multiple goal perspective. The revision of goal theory is underway and offers a more complex, but necessary, perspective on important issues of motivation, learning, and achievement.
The authors examined the role of achievement goals, ability, and high school performance in predicting academic success over students' college careers. First, the authors examined which variables predicted students' interest and performance in an introductory psychology course taken their first semester in college. Then, the authors followed students until they graduated to examine continued interest in psychology and performance in subsequent classes. Achievement goals, ability measures, and prior high school performance each contributed unique variance in predicting initial and long-term outcomes, but these predictors were linked to different educational outcomes. Mastery goals predicted continued interest, whereas performance-approach goals predicted performance. Ability measures and prior high school performance predicted academic performance but not interest. The findings support a multiple goals perspective.
Research on cognitive appraisal of stressful achievement events has emphasized threat appraisals and anxiety. The present research also focused on challenge and positive emotion. Study 1 used hypothetical scenarios of stressful events. Study 2 explored temporal patterns of appraisal and emotion prior to an exam. Compared with threat appraisals, trait and state challenge appraisals were associated with more confident coping expectancies, lower perceptions of threat, higher positive emotion, and more beneficial perceptions of the effects of appraisal and emotion on performance. Beneficial perceptions of state appraisals were associated with higher exam performance. These findings were interpreted in the context of theoretical perspectives on the cognitive appraisal of stressful events and the adaptive functions of challenge and positive emotion.
Existing theory fails to provide strong and consistent prediction of individual job performance. This paper argues that the failure stems from a neglect of an important dimension of performance—the opportunity to perform—and the interaction of opportunity with known correlates of performance. A three dimensional interactive model of work performance is proposed; suggestions for future research and for managerial practice are offered.
This research was designed to incorporate the test anxiety (TA) construct into the hierarchical model of approach and avoidance achievement motivation. Hypotheses regarding state and trait TA were tested in 2 studies, and the results provided strong support for the predictions. State TA (specifically, worry) was documented as a mediator of the negative relationship between performance-avoidance goals and exam performance. The positive relationship between performance-approach goals and exam performance was shown to be independent of TA processes. A series of analyses documented the conceptual and functional convergence of trait TA and fear of failure (FOF), and further validation of the proposed integration was obtained by testing trait TA/FOF and state TA together in the same model. Mastery goals were positively and performance-avoidance goals negatively related to long-term retention.
To address the debate regarding the relation of mastery and performance-approach goal orientations to academic achievement, over 90 peer-reviewed journal articles were examined. In studies assessing self-reported achievement goal orientations, about 40% of the effects reported showed a positive relation between mastery goals and achievement and less than 5% showed a negative relation. Similarly, about 40% of the effects coded for performance-approach goals and achievement were positive while about 5% were negative. In experimental studies, approximately 20% of the effects favored mastery goal conditions, 10% favored performance-approach goals, with the remaining 70% showing no goal condition effect. Task characteristics (type of achievement task, task difficulty), psychological variables (perceived competence, multiple goals), and individual differences (ability, age, gender, culture) were examined as potential moderators of these effects.
