The interaction between social goals and self-construal on achievement motivation

Wing Yi Rebecca CHENG, Shui Fong LAM

Research output: Contribution to journalArticles

54 Citations (Scopus)

Abstract

The motivational effects of mastery goals and performance goals have been widely documented in previous research on achievement motivation. However, recent studies have increasingly indicated a need to include social goals so as to gain a more comprehensive understanding of achievement motivation. The purpose of the present research was to examine how social goals predicted achievement motivation among students with different self-construals (independent versus interdependent). In Study 1, 134 Chinese 8th graders completed a questionnaire on self-construal, social goals, and avoidance behaviors. In Study 2, the causal effect of self-construal and social goals on students’ willingness to take a course for improvement after failure was examined with experimental manipulation. Participants were 121 Chinese 7th graders. Results demonstrated that social goals yielded higher report of avoidance behaviors (Study 1) and lower willingness to improve after failure (Study 2) for students with independent self-construal, but lower report of avoidance behaviors (Study 1) and higher willingness to improve after failure (Study 2) for those with interdependent self-construal. The research sheds light on the theoretical framework of achievement motivation that goes beyond mastery and performance goals. Copyright © 2013 Elsevier Inc. All rights reserved.
Original languageEnglish
Pages (from-to)136-148
JournalContemporary Educational Psychology
Volume38
Issue number2
Early online dateJan 2013
DOIs
Publication statusPublished - Apr 2013

Citation

Cheng, R. W.-y., & Lam, S.-f. (2013). The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38(2), 136-148.

Keywords

  • Social goals
  • Achievement motivation
  • Self-construal
  • Goal orientation
  • Culture

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