GOALS - AN APPROACH TO MOTIVATION AND ACHIEVEMENT
GOALS - AN APPROACH TO MOTIVATION AND ACHIEVEMENT
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DOI：
10.1037/0022-3514.54.1.5
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发表时间：
1988-01-01
影响因子：
7.6
通讯作者：
DWECK, CS
中科院分区：
文献类型：
--
作者：
ELLIOTT, ES;DWECK, CS
本研究测试了一个框架，其中提出的目标是成就模式的核心决定因素。学习目标，其中个人寻求提高自己的能力，预计将促进寻求挑战和掌握为导向的失败的反应，而不管感知的能力。绩效目标，其中个人寻求获得有利的判断，他们的能力或避免负面的判断，预测产生挑战回避和习得性无助时，感知能力低，促进某些形式的风险规避，即使感知能力高。相对目标值（学习与性能）和感知能力（高与低）的操作导致的预测差异的任务选择，在困难的表现，和自发的言语困难的措施。特别引人注目的是，表现目标低感知能力条件下产生的策略恶化，失败归因，和自然发生的习得性无助感中发现的负面影响相同的模式。动机和成就理论的影响进行了讨论。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
This study tested a framework in which goals are proposed to be central determinants of achievement patterns. Learning goals, in which individuals seek to increase their competence, were predicted to promote challenge-seeking and a mastery-oriented response to failure regardless of perceived ability. Performance goals, in which individuals seek to gain favorable judgments of their competence or avoid negative judgments, were predicted to produce challenge-avoidance and learned helplessness when perceived ability was low and to promote certain forms of risk-avoidance even when perceived ability was high. Manipulations of relative goal value (learning vs. performance) and perceived ability (high vs. low) resulted in the predicted differences on measures of task choice, performance during difficulty, and spontaneous verbalizations during difficulty. Particularly striking was the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness. Implications for theories of motivation and achievement are discussed.(PsycINFO Database Record (c) 2016 APA, all rights reserved)