“Too complex for me!” Why do performance-approach and performance-avoidance goals predict exam performance? |
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| Authors: | Céline Darnon Fabrizio Butera Gabriel Mugny Alain Quiamzade Chris S Hulleman |
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| Institution: | (1) Department of Education, Ben-Gurion University of the Negev, Beer Sheva, 84105, Israel;(2) Combined Program in Education and Psychology, University of Michigan, Ann Arbor, MI, USA |
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| Abstract: | Classroom research on achievement goals has revealed that performance-approach goals (goals to outperform others) positively
predict exam performance whereas performance-avoidance goals (goals not to perform more poorly than others) negatively predict
it. Because prior classroom research has primarily utilized multiple-choice exam performance, the first aim of the present
study was to extend these findings to a different measure of exam performance (oral examination). The second aim of this research
was to test the mediating role of perceived difficulty. Participants were 49 4th year psychology students of the University
of Geneva. Participants answered a questionnaire assessing their level of performance-approach and performance-avoidance goal
endorsement in one of their classes as well as the perceived difficulty of this class for themselves. Results indicated that
performance-approach goals significantly and positively predicted exam grades. Performance-avoidance goals significantly and
negatively predicted grades. Both of these relationships were mediated by the perceived difficulty of the class for oneself.
Thus, the links previously observed between performance goals and exam performance were replicated on an oral exam. Perceived
difficulty is discussed as a key dimension responsible for these findings. |
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