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The Interplay of Mastery and Performance Goals in Social Comparison: A Multiple-Goal Perspective

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Title: The Interplay of Mastery and Performance Goals in Social Comparison: A Multiple-Goal Perspective
Language: English
Authors: Darnon, Celine, Dompnier, Benoit, Gillieron, Ophelie, Butera, Fabrizio
Source: Journal of Educational Psychology. Feb 2010 102(1):212-222.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Page Count: 11
Publication Date: 2010
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Achievement Need, Goal Orientation, Mastery Learning, Predictor Variables, Academic Achievement, Comparative Analysis, Psychology, College Freshmen, Correlation, Social Influences, Regression (Statistics), Foreign Countries
Geographic Terms: France
DOI: 10.1037/a0018161
ISSN: 0022-0663
Abstract: Regner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals--a possibility supported by a multiple-goal perspective--was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings. (Contains 2 tables, 1 figure and 4 footnotes.)
Abstractor: As Provided
Number of References: 65
Entry Date: 2010
Accession Number: EJ876308
Database: ERIC
FullText Text:
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  Data: The Interplay of Mastery and Performance Goals in Social Comparison: A Multiple-Goal Perspective
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  Data: <searchLink fieldCode="AR" term="%22Darnon%2C+Celine%22">Darnon, Celine</searchLink><br /><searchLink fieldCode="AR" term="%22Dompnier%2C+Benoit%22">Dompnier, Benoit</searchLink><br /><searchLink fieldCode="AR" term="%22Gillieron%2C+Ophelie%22">Gillieron, Ophelie</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>. Feb 2010 102(1):212-222.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: 11
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: 10.1037/a0018161
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– Name: Abstract
  Label: Abstract
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  Data: Regner, Escribe, and Dupeyrat (2007) recently demonstrated that not only performance-approach and performance-avoidance goals (respectively, the desire to outperform others and not to be outperformed by others) but also mastery goals (the desire to acquire knowledge) were related to social comparison orientation (SCO, the tendency to search for social comparison information). In the present article, the possibility of a link between mastery goals and social comparison that depends on the level of performance-approach goals--a possibility supported by a multiple-goal perspective--was tested by examining the interaction effect between mastery and performance-approach goals. This is an important endeavor, as educational settings are rarely free from performance-approach goals, even when mastery goals are promoted. In Study 1, we tested self-set achievement goals (mastery, performance-approach, and performance-avoidance goals) as predictors of SCO; the interaction between mastery goals and performance-approach goals indicated that the higher the performance-approach goal endorsement, the stronger the link between mastery goals and SCO. In Study 2, we manipulated goal conditions; mastery goals predicted interest in social comparison in the performance-approach goal condition only. Results are discussed in terms of the importance of multiple-goal pursuit in academic settings. (Contains 2 tables, 1 figure and 4 footnotes.)
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