Distinguishing the desire to learn from the desire to perform: The social value of achievement goals

Archive ouverte

Cohen, Joanna | Darnon, Céline | Mollaret, Patrick

Edité par CCSD ; Taylor & Francis (Routledge) -

International audience. We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target’s goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.

• Description
• Sujet/Public
• Outil
• Outil d'anticipation
• Mémoire et thèse
• Gestion