TY - JOUR
T1 - A meta-analysis of induced achievement goals
T2 - The moderating effects of goal standard and goal framing
AU - Noordzij, Gera
AU - Giel, Lisenne
AU - van Mierlo, Heleen
N1 - Publisher Copyright:
© 2021, The Author(s).
PY - 2021/1/30
Y1 - 2021/1/30
N2 - In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
AB - In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
UR - http://www.scopus.com/inward/record.url?scp=85100022394&partnerID=8YFLogxK
U2 - 10.1007/s11218-021-09606-1
DO - 10.1007/s11218-021-09606-1
M3 - Review article
SN - 1381-2890
VL - 24
SP - 195
EP - 245
JO - Social Psychology of Education
JF - Social Psychology of Education
IS - 1
ER -