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'Too Complex for Me!' Why Do Performance-Approach and Performance-Avoidance Goals Predict Exam Performance?

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Title: 'Too Complex for Me!' Why Do Performance-Approach and Performance-Avoidance Goals Predict Exam Performance?
Language: English
Authors: Darnon, Celine, Butera, Fabrizio, Mugny, Gabriel, Quiamzade, Alain, Hulleman, Chris S.
Source: European Journal of Psychology of Education. Dec 2009 24(4):423-434.
Availability: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Peer Reviewed: Y
Page Count: 12
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Goal Orientation, Performance, Verbal Tests, Difficulty Level, Foreign Countries, Undergraduate Students, Replication (Evaluation), Student Attitudes, Prediction, Questionnaires
Geographic Terms: Switzerland (Geneva)
ISSN: 0256-2928
Abstract: Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself. Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived difficulty is discussed as a key dimension responsible for these findings. (Contains 1 figure and 1 table.)
Abstractor: As Provided
Number of References: 44
Entry Date: 2009
Access URL: https://www.ispa.pt/ejpe/online.asp
Accession Number: EJ864778
Database: ERIC
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  Data: 'Too Complex for Me!' Why Do Performance-Approach and Performance-Avoidance Goals Predict Exam Performance?
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Dec 2009 24(4):423-434.
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  Data: Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
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  Data: Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself. Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived difficulty is discussed as a key dimension responsible for these findings. (Contains 1 figure and 1 table.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 423
    Subjects:
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Performance
        Type: general
      – SubjectFull: Verbal Tests
        Type: general
      – SubjectFull: Difficulty Level
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Prediction
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      – SubjectFull: Questionnaires
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      – SubjectFull: Switzerland (Geneva)
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