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Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation

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Title: Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation
Language: English
Authors: Pulfrey, Caroline, Buchs, Celine, Butera, Fabrizio
Source: Journal of Educational Psychology. Aug 2011 103(3):683-700.
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
Physical Description: PDF
Page Count: 18
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Expectation, Achievement Need, Motivation, Grading, Objectives, Experiments, Student Attitudes, Grades (Scholastic), Foreign Countries, Technical Education, Measures (Individuals), Adults, Educational Psychology
DOI: 10.1037/a0023911
ISSN: 0022-0663
Abstract: Evaluation is an inescapable feature of academic life with regular grading and performance appraisals at school and at university. Although previous research has indicated that evaluation and grading in particular are likely to have a substantial impact on motivational processes, little attention has been paid to the relationship between grading and approach versus avoidance achievement goals, 2 fundamental concerns whenever evaluation is at stake. Three experiments, carried out in professional schools, revealed that expectation of a grade for a task, compared with no grade, consistently induced greater adoption of performance-avoidance, but not performance-approach, goals. Experiments 2 and 3 revealed that expectation of a grade, compared with no grade, consistently induced greater adoption of performance-avoidance goals even when grading was accompanied by a formative comment. Furthermore, Experiment 3 showed that reduced autonomous motivation measured after having completed a task for a grade versus no grade mediated the relationship between grading and adoption of performance-avoidance goals in a subsequent task. Results are discussed in the light of achievement goal and self-determination theory. (Contains 7 tables and 1 figure.)
Abstractor: As Provided
Number of References: 82
Entry Date: 2011
Accession Number: EJ936478
Database: ERIC
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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: Evaluation is an inescapable feature of academic life with regular grading and performance appraisals at school and at university. Although previous research has indicated that evaluation and grading in particular are likely to have a substantial impact on motivational processes, little attention has been paid to the relationship between grading and approach versus avoidance achievement goals, 2 fundamental concerns whenever evaluation is at stake. Three experiments, carried out in professional schools, revealed that expectation of a grade for a task, compared with no grade, consistently induced greater adoption of performance-avoidance, but not performance-approach, goals. Experiments 2 and 3 revealed that expectation of a grade, compared with no grade, consistently induced greater adoption of performance-avoidance goals even when grading was accompanied by a formative comment. Furthermore, Experiment 3 showed that reduced autonomous motivation measured after having completed a task for a grade versus no grade mediated the relationship between grading and adoption of performance-avoidance goals in a subsequent task. Results are discussed in the light of achievement goal and self-determination theory. (Contains 7 tables and 1 figure.)
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      – Text: English
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      – SubjectFull: Expectation
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      – TitleFull: Why Grades Engender Performance-Avoidance Goals: The Mediating Role of Autonomous Motivation
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