The 2 × 2 Standpoints Model of Achievement Goals

Abstract

In the present research, we proposed and tested a 2 × 2 standpoints model of achievement goals grounded in the development-demonstration and approach-avoidance distinctions. Three empirical studies are presented. Study 1 provided evidence supporting the structure and psychometric properties of a newly developed measure of the goals of the 2 × 2 standpoints model. Study 2 documented the predictive utility of these goal constructs for intrinsic motivation: development-approach and development-avoidance goals were positive predictors, and demonstration-avoidance goals were a negative predictor of intrinsic motivation. Study 3 documented the predictive utility of these goal constructs for performance attainment: Demonstration-approach goals were a positive predictor and demonstration-avoidance goals were a negative predictor of exam performance. The conceptual and empirical contributions of the present research were discussed within the broader context of existing achievement goal theory and research.

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

“…Learners make calculated decisions as to whether to seek feedback, where, when, how, and from whom based on their perceptions of the values and costs associated with different feedback‐seeking strategies (e.g., Ashford, ; VandeWalle, ; VandeWalle & Cummings, ). However, these calculations and decisions are not completely unbiased; rather, they are highly influenced by the students’ internalized and implicit beliefs about the nature of their intelligence (Dweck, ), the kind of achievement goals they pursue (Korn & Elliot, ), and the learning context in which they are situated (e.g., Ashford & Northcraft, ). In other words, even though learners are proactive agents of their learning pursuits, their agency in decision making is limited by the motivational and belief systems they have subconsciously been socialized into since early childhood (Dweck, ).…”

“…Drawing on Ashford's (1986) model of FSB from organization psychology, and Dweck's (1999) theory of mindsets and Korn and Elliot's (2016) model of achievement goals from social and educational psychology, the present study aims to bridge this gap by examining L2 learners' FSB and some of its motivational antecedents. Mindsets and achievement goals have previously been shown to be instrumental in understanding learners' quality of attention to and processing of feedback (e.g., Mangels et al, 2006), and their FSB (e.g., VandeWalle & Cummings, 1997;Tuckey, Brewer, & Williamson, 2002).…”

Trait and perceived environmental competitiveness in achievement situations

“… The following articles are relevant to this point about published data from larger projects: Study 1a (Elliot, Murayama, Kobeisy, & Lichtenfeld, , Study 1), Study 1b (Elliot et al, , Study 2; Weidman, Tracy, & Elliot, , Study 2a), and Study 3 (Elliot, Al‐Dhobaiban, Murayama, et al, , Study 2b; Goclowska et al, , Study 2; Korn & Elliot, , Study 3; Weidman et al, , Study 2b).…”

Perfiles de self-handicapping y autoestima y su relación con las metas de logro

“…One of the most productive lines of work in the motivational field focuses on the students' reasons for becoming academically involved. The widely accepted 2x2 model of achievement goals (e.g., Korn & Elliot, 2016) postulates that 546 María del Mar Ferradás et al anales de psicología / annals of psychology, 2018, vol. 34, nº 3 (october) students can adopt learning goals 12 if their objective is to satisfy intrapersonal standards (develop interest, increase personal competence) and performance goals if their priority is comparison with others, either to excel and demonstrate superiority (performance-approach goals) or to avoid poor grades and negative social judgments (performanceavoidance goals).…”