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 |
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