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A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education).

ABSTRACT: During the past three decades, the achievement goal approach to achievement motivation has emerged as an influential area of research, and is dedicated to understanding the reasons behind the individual's drive to achieve competence and performance. However, the current literature on achievement goals is segmented rather than integrated. That is, citations across the three major and distinct achievement domains (work, education, and sports) are more the exception than the rule and similarities and differences between findings for the different achievement domains have yet to be tested. The purpose of the present study was to examine the relationships between self-reported achievement goals and nonself-report performance through meta-analysis, and the moderating potential of achievement domain. Identifying achievement domain as moderator improves our understanding to which contexts we can (not) generalize conclusions to, it helps to understand seemingly inconsistent findings, and opens avenues for future research on the underlying processes. Because the achievement goal (AG) measure used in a study is partially confounded with achievement domain, we examined the moderating role of this variable as well. Our findings suggest that - overall - approach goals (either mastery or performance) were associated positively with performance attainment, whereas avoidance goals (either mastery or performance) were associated negatively with performance attainment. These relationships were moderated by achievement domain. For example, relative to the education or work domain, in the sports domain, we did not observe negative correlations between avoidance goals and performance. The absence of statistical moderation due to AG measure suggests that the observed moderation of achievement domain cannot be explained by the AG measure utilized. We suggest further steps to integrate the achievement goal literature, and accordingly, to broaden and deepen understanding of performance attainment in competence-relevant settings, including the workplace, the sports field, and the classroom.

SUBMITTER: Van Yperen NW

PROVIDER: S-EPMC3974764 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education).

Van Yperen Nico W NW Blaga Monica M Postmes Tom T

PloS one 20140403 4

During the past three decades, the achievement goal approach to achievement motivation has emerged as an influential area of research, and is dedicated to understanding the reasons behind the individual's drive to achieve competence and performance. However, the current literature on achievement goals is segmented rather than integrated. That is, citations across the three major and distinct achievement domains (work, education, and sports) are more the exception than the rule and similarities a ...[more]

PMID: 24699695

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Project description:Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (n = 44), sport (n = 10), and occupation (n = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects p < 0.05, g values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30-0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations.

Dataset Information

A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education).

Publications

A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education).

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