Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis

Wenshu LUO, Kerry LEE, Ian Chong Hua KOH

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

From a multiple goal perspective, this study examined the potential interaction between competitive performance goals and cooperative social goals in their relationship with math achievement. A group of 297 Singapore Primary 4 students completed a survey on achievement goals and a math achievement test. We conducted a latent interaction analysis and found that after controlling for gender and socio-economic status (SES), these two types of goals did not predict math achievement, but there was a negative interaction between them. More specifically, higher social/performance goals were associated with higher math achievement when the other goals were low, and higher social/performance goals were associated with lower math achievement when the other goals were high. These findings suggest that competitive performance and cooperative social goals are conflicting when they are combined to predict achievement. The findings enhance our understanding of the multiple goals perspective and the implications for teaching and learning are discussed. Copyright © 2015 Elsevier Inc. All rights reserved.
Original languageEnglish
Pages (from-to)186-192
JournalLearning and Individual Differences
Volume39
Early online dateApr 2015
DOIs
Publication statusPublished - 2015

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interaction
performance
achievement test
Singapore
Conflict (Psychology)
gender
Teaching
learning
economics
Economics
Learning
Group
student
Students

Citation

Luo, W., Lee, K., & Koh, I. C. H. (2015). Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis. Learning and Individual Differences, 39, 186-192. doi: 10.1016/j.lindif.2015.03.013

Keywords

  • Multiple goals
  • Performance goals
  • Social goals
  • Math achievement