Regulation of Achievement Goals: The Role of Competence Feedback.
Regulation of Achievement Goals: The Role of Competence Feedback.
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DOI：
10.1037/0022-0663.97.3.320
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发表时间：
2005-08
影响因子：
4.9
通讯作者：
Corwin Senko;J. Harackiewicz
中科院分区：
文献类型：
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作者：
Corwin Senko;J. Harackiewicz
两项研究探讨了在多大程度上追求成就目标的调节，以应对持续的能力反馈。在研究1中，在大学课堂上进行，目标追求在整个学期中基本保持稳定，但考试成绩不佳预测掌握目标和性能接近目标追求的显着下降和性能回避目标追求的增加。在实验室进行的研究2中，负反馈降低了参与者的掌握目标追求。此外，两项研究都显示了两个目标的独特优势：表现接近目标预测了考试的成功（研究1）和新活动（研究2），掌握目标预测了两项研究中的更高兴趣。成就目标调节的理论和研究方法的影响进行了讨论。
Two studies examined the degree to which pursuit of achievement goals is regulated in response to ongoing competence feedback. In Study 1, conducted in a college classroom, goal pursuit remained largely stable throughout the semester, yet poor exam performance predicted a significant decrease in mastery goal and performance-approach goal pursuit and an increase in performance-avoidance goal pursuit. In Study 2, conducted in a laboratory, negative feedback reduced participants' mastery goal pursuit. In addition, both studies showed unique benefits of 2 goals: The performance-approach goal predicted success on exams (Study 1) and a novel activity (Study 2), and the mastery goal predicted higher interest in both studies. Implications of achievement goal regulation for both theory and research methodology are discussed.