Cargando…

Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions

In two studies, the influence of key emotional and motivational factors on performance in different achievement goal-type situations is examined. In study 1, based on 314 sixth-graders, two types of goal situations were induced; performance and mastery. The goals were examined with respect to import...

Descripción completa

Detalles Bibliográficos
Autores principales: Bjørnebekk, Gunnar, Gjesme, Torgrim, Ulriksen, Robin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2011
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3204325/
https://www.ncbi.nlm.nih.gov/pubmed/22081734
http://dx.doi.org/10.1007/s11031-011-9224-y
_version_ 1782215203925000192
author Bjørnebekk, Gunnar
Gjesme, Torgrim
Ulriksen, Robin
author_facet Bjørnebekk, Gunnar
Gjesme, Torgrim
Ulriksen, Robin
author_sort Bjørnebekk, Gunnar
collection PubMed
description In two studies, the influence of key emotional and motivational factors on performance in different achievement goal-type situations is examined. In study 1, based on 314 sixth-graders, two types of goal situations were induced; performance and mastery. The goals were examined with respect to important antecedents (e.g., motive dispositions) and several consequences (e.g., performance, satisfaction, pleasant affect, worry, and emotionality). The results showed that the motive to achieve success (M (s)) produced positive affects, satisfaction, and increased performance, whereas the motive to avoid failure (M (f)) produced worries and performance reduction. In study 2, based on 331 sixth-graders, three types of goal situations were induced; performance–approach, performance–avoidance, and mastery goals. The findings revealed that the most important single factors positively related to performance were M (s) and mastery–goal situation. In addition, high M (s) pupils performed better under mastery condition than under performance condition. Finally, avoidance-goal situation accentuate the negative effects of high M (f) on performance.
format Online
Article
Text
id pubmed-3204325
institution National Center for Biotechnology Information
language English
publishDate 2011
publisher Springer US
record_format MEDLINE/PubMed
spelling pubmed-32043252011-11-10 Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions Bjørnebekk, Gunnar Gjesme, Torgrim Ulriksen, Robin Motiv Emot Original Paper In two studies, the influence of key emotional and motivational factors on performance in different achievement goal-type situations is examined. In study 1, based on 314 sixth-graders, two types of goal situations were induced; performance and mastery. The goals were examined with respect to important antecedents (e.g., motive dispositions) and several consequences (e.g., performance, satisfaction, pleasant affect, worry, and emotionality). The results showed that the motive to achieve success (M (s)) produced positive affects, satisfaction, and increased performance, whereas the motive to avoid failure (M (f)) produced worries and performance reduction. In study 2, based on 331 sixth-graders, three types of goal situations were induced; performance–approach, performance–avoidance, and mastery goals. The findings revealed that the most important single factors positively related to performance were M (s) and mastery–goal situation. In addition, high M (s) pupils performed better under mastery condition than under performance condition. Finally, avoidance-goal situation accentuate the negative effects of high M (f) on performance. Springer US 2011-05-20 2011 /pmc/articles/PMC3204325/ /pubmed/22081734 http://dx.doi.org/10.1007/s11031-011-9224-y Text en © The Author(s) 2011 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.
spellingShingle Original Paper
Bjørnebekk, Gunnar
Gjesme, Torgrim
Ulriksen, Robin
Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title_full Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title_fullStr Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title_full_unstemmed Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title_short Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions
title_sort achievement motives and emotional processes in children during problem-solving: two experimental studies of their relation to performance in different achievement goal conditions
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3204325/
https://www.ncbi.nlm.nih.gov/pubmed/22081734
http://dx.doi.org/10.1007/s11031-011-9224-y
work_keys_str_mv AT bjørnebekkgunnar achievementmotivesandemotionalprocessesinchildrenduringproblemsolvingtwoexperimentalstudiesoftheirrelationtoperformanceindifferentachievementgoalconditions
AT gjesmetorgrim achievementmotivesandemotionalprocessesinchildrenduringproblemsolvingtwoexperimentalstudiesoftheirrelationtoperformanceindifferentachievementgoalconditions
AT ulriksenrobin achievementmotivesandemotionalprocessesinchildrenduringproblemsolvingtwoexperimentalstudiesoftheirrelationtoperformanceindifferentachievementgoalconditions