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Perceived competence moderates the relation between performance-approach and performance-avoidance goals

Law, W., Elliot, A. J. and Murayama, K. (2012) Perceived competence moderates the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104 (3). pp. 806-819. ISSN 0022-0663

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To link to this item DOI: 10.1037/a0027179

Abstract/Summary

In the present research, we conducted 4 studies designed to examine the hypothesis that perceived competence moderates the relation between performance-approach and performance-avoidance goals. Each study yielded supportive data, indicating that the correlation between the 2 goals is lower when perceived competence is high. This pattern was observed at the between- and within-subject level of analysis, with correlational and experimental methods and using both standard and novel achievement goal assessments, multiple operationalizations of perceived competence, and several different types of focal tasks. The findings from this research contribute to the achievement goal literature on theoretical, applied, and methodological fronts and highlight the importance of and need for additional empirical work in this area. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(journal abstract)

Item Type:Article
Refereed:Yes
Divisions:No Reading authors. Back catalogue items
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Development
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Social
ID Code:34833
Uncontrolled Keywords:achievement goals perceived competence performance-approach performance-avoidance Human Male Female Adulthood (18 yrs & older) Multidimensional Self-Esteem Inventory-Perceived Competence subscale Achievement Goal Questionnaire–Revised New General Self-Efficacy Scale Empirical Study Quantitative Study Goals Competence Approach Avoidance Academic Achievement Performance US article 3500:Educational Psychology
Publisher:American Psychological Association

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