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To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More-Competent Others

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Title: To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More-Competent Others
Language: English
Authors: Sommet, Nicolas, Darnon, Céline, Butera, Fabrizio
Source: Journal of Educational Psychology. May 2015 107(2):580-598.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Conflict, Competence, Interpersonal Relationship, Objectives, Behavior, Compliance (Psychology), Achievement, Undergraduate Students, Secondary School Students, Foreign Countries, Multiple Regression Analysis, Factor Analysis, Statistical Analysis
Geographic Terms: France, Switzerland
DOI: 10.1037/a0037240
ISSN: 0022-0663
Abstract: Despite the fact that most competence-relevant settings are "socially" relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance goals are conceived as a social tool for regulating interpersonal behaviors with more-competent others. In the confrontation with a more- (vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more-dominant behavior (i.e., competitive conflict regulation), whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more-submissive behavior (i.e., protective conflict regulation). Four studies give support to these predictions with self-reported conflict regulation measures (Studies 1 and 3) and evaluation of models associated with self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognitive conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed.
Abstractor: As Provided
Number of References: 147
Entry Date: 2015
Accession Number: EJ1061886
Database: ERIC
FullText Text:
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  Data: To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More-Competent Others
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  Data: <searchLink fieldCode="AR" term="%22Sommet%2C+Nicolas%22">Sommet, Nicolas</searchLink><br /><searchLink fieldCode="AR" term="%22Darnon%2C+Céline%22">Darnon, Céline</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. May 2015 107(2):580-598.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Objectives%22">Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Compliance+%28Psychology%29%22">Compliance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Regression+Analysis%22">Multiple Regression Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1037/a0037240
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  Data: 0022-0663
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the fact that most competence-relevant settings are "socially" relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance goals are conceived as a social tool for regulating interpersonal behaviors with more-competent others. In the confrontation with a more- (vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more-dominant behavior (i.e., competitive conflict regulation), whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more-submissive behavior (i.e., protective conflict regulation). Four studies give support to these predictions with self-reported conflict regulation measures (Studies 1 and 3) and evaluation of models associated with self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognitive conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed.
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  Data: 147
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  Data: 2015
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  Label: Accession Number
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  Data: EJ1061886
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Competence
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      – SubjectFull: Behavior
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      – SubjectFull: Switzerland
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      – TitleFull: To Confirm or to Conform? Performance Goals as a Regulator of Conflict with More-Competent Others
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