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Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals

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Title: Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals
Language: English
Authors: Dompnier, Benoît, Darnon, Céline, Meier, Emanuele, Brandner, Catherine, Smeding, Annique, Butera, Fabrizio
Source: American Educational Research Journal. Aug 2015 52(4):720-749.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Low Achievement, Mastery Learning, Goal Orientation, College Students, Educational Experiments, Prediction, Predictor Variables, Educational Benefits, Social Desirability, Foreign Countries, Electronic Learning, Reading Comprehension, Regression (Statistics), Replication (Evaluation), Correlation
Geographic Terms: Switzerland
DOI: 10.3102/0002831215585137
ISSN: 0002-8312
Abstract: Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which case mastery goals do not predict academic achievement. The present two experiments induced high versus neutral levels of mastery goals' social utility and social desirability. Results confirmed that mastery goals predicted performance only when these goals were presented as socially useful but not presented as socially desirable, especially among low achievers, those who need mastery goals the most to succeed.
Abstractor: As Provided
Number of References: 73
Entry Date: 2015
Accession Number: EJ1068327
Database: ERIC
FullText Text:
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  Data: Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals
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  Data: <searchLink fieldCode="AR" term="%22Dompnier%2C+Benoît%22">Dompnier, Benoît</searchLink><br /><searchLink fieldCode="AR" term="%22Darnon%2C+Céline%22">Darnon, Céline</searchLink><br /><searchLink fieldCode="AR" term="%22Meier%2C+Emanuele%22">Meier, Emanuele</searchLink><br /><searchLink fieldCode="AR" term="%22Brandner%2C+Catherine%22">Brandner, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Smeding%2C+Annique%22">Smeding, Annique</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. Aug 2015 52(4):720-749.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experiments%22">Educational Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Desirability%22">Social Desirability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Replication+%28Evaluation%29%22">Replication (Evaluation)</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.3102/0002831215585137
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  Data: Recent research has shown that, in a university context, mastery goals are highly valued and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which case mastery goals do not predict academic achievement. The present two experiments induced high versus neutral levels of mastery goals' social utility and social desirability. Results confirmed that mastery goals predicted performance only when these goals were presented as socially useful but not presented as socially desirable, especially among low achievers, those who need mastery goals the most to succeed.
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  Data: 2015
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  Label: Accession Number
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  Data: EJ1068327
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      – SubjectFull: Low Achievement
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Switzerland
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      – TitleFull: Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals
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