Clarifying mastery-avoidance goals in high school: Distinguishing between intrapersonal and task-based standards of competence |
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| Authors: | Nir Madjar Avi Kaplan Michael Weinstock |
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| Institution: | aBen-Gurion of the Negev, Department of Education, Beer-Sheva 84105, Israel;bTemple University College of Education, Department of Psychological Studies in Education, Philadelphia, PA 19122, United States |
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| Abstract: | The definition, measurement, prevalence, and relations of mastery-avoidance goals with engagement outcomes are still under debate. Study 1 (n = 256) aimed to investigate these issues among junior high and high school students in two domains. Findings indicated that students distinguished between the three commonly assessed achievement goals and mastery-avoidance goals. Moreover, students distinguished between the two standards conceived to underlie mastery-avoidance goals—task-mastery and intrapersonal competence. However, the task-mastery items failed to show reliability. Study 2 (n = 118) aimed to replicate the results of Study 1 as well as to investigate the associations of mastery-avoidance goals with self-regulation strategies and affect in school. Intrapersonal mastery-avoidance goals were positively related to adaptive strategies and negatively with maladaptive strategies. Moreover, when combined with mastery-approach goals, intrapersonal mastery-avoidance goals enhanced students’ reports of adaptive affect in school. The implications of these findings to theory, method, and future directions are discussed. |
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| Keywords: | Goal orientations Mastery-avoidance Self-regulated learning strategies Affect in school |
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