1932
0
  1. Home
  2. A-Z Publications
  3. Annual Review of Psychology
  4. Volume 75, 2024
  5. Article

Annual Review of Psychology

Volume 75, 2024

Achievement Goals: A Social Influence Cycle

Abstract

Achievement goals have been defined as the purpose of competence-relevant behavior. In this respect they connect one of the basic human needs, i.e., competence, to one of society's core values, i.e., achievement. We propose to look at achievement goals through the lens of social influence. We review both the influence that cultural, structural, and contextual factors have on achievement goal endorsement and the influence that endorsing achievement goals allows people to have within their social space. The review allows us to propose a circular model of the influence on and of achievement goals: The culture, social structures, and contexts that are typical of a certain society shape the specific environments in which individuals develop their achievement goals, which in turn has an influence on the expression and circulation of these achievement goals into society, in a social influence cycle.

Keyword(s): achievement goals, competence, culture, evaluation, social influence, social value
Loading

Article metrics loading...

/content/journals/10.1146/annurev-psych-013123-102139
2024-01-18
2024-04-28
Loading full text...

Full text loading...

/deliver/fulltext/psych/75/1/annurev-psych-013123-102139.html?itemId=/content/journals/10.1146/annurev-psych-013123-102139&mimeType=html&fmt=ahah

Literature Cited

  1. Abele AE, Ellemers N, Fiske ST, Koch A, Yzerbyt V. 2021. Navigating the social world: toward an integrated framework for evaluating self, individuals, and groups. Psychol. Rev. 128:290–314
     [Google Scholar]
  2. Abele AE, Wojciszke B, eds. 2018. The Agency–Communion Framework London: Routledge
  3. Ames C 1992. Achievement goals and the classroom climate. Student Perceptions in the Classroom DH Schunk, JL Meece 327–48. Mahwah, NJ: Lawrence Erlbaum
     [Google Scholar]
  4. Baranik LE, Stanley LJ, Bynum BH, Lance CE. 2010. Examining the construct validity of mastery-avoidance achievement goals: a meta-analysis. Hum. Perform. 23:265–82
     [Google Scholar]
  5. Bardach L, Oczlon S, Pietschnig J, Lüftenegger M. 2020. Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. J. Educ. Psychol. 112:1197–220
     [Google Scholar]
  6. Barron KE, Harackiewicz JM 2000. Achievement goals and optimal motivation: a multiple goals approach. Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance C Sansone, JM Harackiewicz 229–54. San Diego, CA: Academic
     [Google Scholar]
  7. Barron KE, Harackiewicz JM. 2001. Achievement goals and optimal motivation: testing multiple goal models. J. Pers. Soc. Psychol. 80:706–22
     [Google Scholar]
  8. Batruch A, Autin F, Butera F. 2019. The paradoxical role of meritocratic selection in the perpetuation of social inequalities at school. The Social Psychology of Inequality J Jetten, K Peters 123–37. Cham, Switz: Springer Nature
     [Google Scholar]
  9. Batruch A, Jetten J, Van de Werfhorst H, Darnon C, Butera F. 2023. Belief in school meritocracy and the legitimization of social and income inequality. Soc. Psychol. Pers. Sci. 14:5621–35
     [Google Scholar]
  10. Baumrind D. 1980. New directions in socialization research. Am. Psychol. 35:639–52
     [Google Scholar]
  11. Beauvois JL. 1984. La psychologie quotidienne Paris: PUF
  12. Beauvois JL. 2003. Judgment norms, social utility, and individualism. A Sociocognitive Approach to Social Norms N Dubois 123–47. London: Routledge
     [Google Scholar]
  13. Berry JW, Poortinga YH, Segall MH, Dasen PR. 2002. Cross-Cultural Psychology: Research and Applications Cambridge, UK: Cambridge Univ. Press. , 2nd ed..
  14. Beugelsdijk S, Smeets R. 2008. Entrepreneurial culture and economic growth: revisiting McClelland's thesis. Am. J. Econ. Sociol. 67:915–39
     [Google Scholar]
  15. Biddle S, Akande A, Vlachopoulos S, Fox K. 1996. Towards an understanding of children's motivation for physical activity: achievement goal orientations, beliefs about sport success, and sport emotion in Zimbabwean children. Psychol. Health 12:49–55
     [Google Scholar]
  16. Bong M. 2004. Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. J. Educ. Res. 97::287–98
     [Google Scholar]
  17. Bradford G. 2015. Achievement Oxford, UK: Oxford Univ. Press
  18. Brun L, Pansu P, Dompnier B. 2021. The role of causal attributions in determining behavioral consequences: a meta-analysis from an intrapersonal attributional perspective in achievement contexts. Psychol. Bull. 147:701–18
     [Google Scholar]
  19. Bruno A, Jury M, Toczek-Capelle MC, Darnon C. 2019. Are performance-avoidance goals always deleterious for academic achievement in college? The moderating role of social class. Soc. Psychol. Educ. 22:539–55
     [Google Scholar]
  20. Butera F, Batruch A, Autin F, Mugny G, Quiamzade A, Pulfrey C. 2021a. Teaching as social influence: Empowering teachers to become agents of social change. Soc. Issues Policy Rev. 15:323–55
     [Google Scholar]
  21. Butera F, Darnon C. 2017. Competence assessment, social comparison and conflict regulation. Handbook of Competence and Motivation: Theory and Application A Elliot, C Dweck, D Yaeger 192–213. New York: Guilford
     [Google Scholar]
  22. Butera F, Darnon C, Mugny G. 2011. Learning from conflict. Rebels in Groups: Dissent, Deviance, Difference and Defiance J Jetten, M Hornsey 36–53. New York: Wiley-Blackwell
     [Google Scholar]
  23. Butera F, Mugny G 2001. The use of social influence research. Social Influence in Social Reality F Butera, G Mugny 1–5. Newburyport, MA: Hogrefe & Huber
     [Google Scholar]
  24. Butera F, Sommet N, Darnon C. 2019. Sociocognitive conflict regulation: how to make sense of diverging ideas. Curr. Dir. Psychol. Sci. 28:145–51
     [Google Scholar]
  25. Butera F, Świątkowski W, Dompnier B 2021b. Competition in education. The Oxford Handbook on the Psychology of Competition S Garcia, A Tor, AJ Elliot Oxford, UK: Oxford Univ. Press https://doi.org/10.1093/oxfordhb/9780190060800.013.24
    [Google Scholar]
  26. Butler R. 2014. Motivation in educational contexts: Does gender matter?. Adv. Child Dev. Behav. 47:1–41
     [Google Scholar]
  27. Cellar DF, Stuhlmacher AF, Young SK, Fisher DM, Adair CK et al. 2011. Trait goal orientation, self-regulation, and performance: a meta-analysis. J. Bus. Psychol. 26::467–83
     [Google Scholar]
  28. Cialdini RB, Goldstein NJ. 2004. Social influence: compliance and conformity. Annu. Rev. Psychol. 55:591–621
     [Google Scholar]
  29. Clément-Guillotin C, Cambon L, Chalabaev A, Radel R, Michel S, Fontayne P. 2013. Social value and asymmetry of gender and sex categories in physical education. Eur. Rev. Appl. Psychol. 63:75–85
     [Google Scholar]
  30. Covington MV. 2000. Goal theory, motivation, and school achievement: an integrative review. Annu. Rev. Psychol. 51:171–200
     [Google Scholar]
  31. Crouzevialle M, Butera F. 2013. Performance-approach goals deplete working memory and impair cognitive performance. J. Exp. Psychol. Gen. 142:666–78
     [Google Scholar]
  32. Crouzevialle M, Butera F. 2017. Performance goals and task performance: integrative considerations on the distraction hypothesis. Eur. Psychol. 22:73–82
     [Google Scholar]
  33. Crouzevialle M, Darnon C. 2019. On the academic disadvantage of low social class individuals: Pursuing performance goals fosters the emergence of the achievement gap. J. Educ. Psychol. 111:1261–72
     [Google Scholar]
  34. Darnon C, Butera F, Harackiewicz JM. 2007a. Achievement goals in social interactions: learning with mastery versus performance goals. Motiv. Emot. 31:61–70
     [Google Scholar]
  35. Darnon C, Dompnier B, Delmas F, Pulfrey C, Butera F. 2009. Achievement goal promotion at university: social desirability and social utility of mastery and performance goals. J. Pers. Soc. Psychol. 96:119–34
     [Google Scholar]
  36. Darnon C, Dompnier B, Gilliéron O, Butera F. 2010. The interplay of mastery and performance goals in social comparison: a multiple-goal perspective. J. Educ. Psychol. 102:212–22
     [Google Scholar]
  37. Darnon C, Dompnier B, Poortvliet M. 2012. Achievement goals in educational contexts: a social psychology perspective. Soc. Pers. Psychol. Compass 6:760–71
     [Google Scholar]
  38. Darnon C, Harackiewicz JM, Butera F, Mugny G, Quiamzade A. 2007b. Performance-approach and performance-avoidance goals: when uncertainty makes a difference. Pers. Soc. Psychol. Bull. 33:813–27
     [Google Scholar]
  39. Daumiller M, Janke S, Rinas R, Hein J, Dickhäuser O, Dresel M. 2023. Different time and context = different goals and emotions? Temporal variability and context specificity of achievement goals for teaching and associations with discrete emotions. Contemp. Educ. Psychol. 72:102139
     [Google Scholar]
  40. Dekker S, Fischer R. 2008. Cultural differences in academic motivation goals: a meta-analysis across 13 societies. J. Educ. Res. 102::99–110
     [Google Scholar]
  41. Doise W. 1986. Levels of Explanation in Social Psychology Cambridge, UK: Cambridge Univ. Press
  42. Doise W, Mugny G. 1984. The Social Development of the Intellect Oxford, UK: Pergamon
  43. Dompnier B, Darnon C, Butera F. 2009. Faking the desire to learn: a clarification of the link between mastery goals and academic achievement. Psychol. Sci. 20:939–43
     [Google Scholar]
  44. Dompnier B, Darnon C, Butera F. 2013. When performance-approach goals predict academic achievement and when they do not: a social value approach. Br. J. Soc. Psychol. 52:587–96
     [Google Scholar]
  45. Dompnier B, Darnon C, Delmas F, Butera F. 2008. Achievement goals and social judgment: the performance-approach paradox. Int. Rev. Soc. Psychol. 21:247–71
     [Google Scholar]
  46. Dompnier B, Darnon C, Meier E, Brandner C, Smeding A, Butera F. 2015. Improving low achievers’ academic performance at university by changing the social value of mastery goals. Am. Educ. Res. J. 52:720–49
     [Google Scholar]
  47. Dompnier B, Pansu P, Bressoux P. 2007. Social utility, social desirability and scholastic judgments: toward a personological model of academic evaluation. Eur. J. Psychol. Educ. 22:333–50
     [Google Scholar]
  48. Dornbusch SM, Glasgow KL, Lin IC. 1996. The social structure of schooling. Annu. Rev. Psychol. 47:401–29
     [Google Scholar]
  49. Dubois N, Beauvois JL. 2005. Normativeness and individualism. Eur. J. Soc. Psychol. 35:123–46
     [Google Scholar]
  50. Dubois N, Beauvois JL. 2008. The social value of internal explanations and the norm of internality. Soc. Pers. Psychol. Compass 2:1737–52
     [Google Scholar]
  51. Dubois N, Pansu P. 2021. Jean-Léon Beauvois (1943–2020): a key figure in social psychology. Int. Rev. Soc. Psychol. 34:2
     [Google Scholar]
  52. Dupeyrat C, Escribe C, Huet N, Régner I. 2011. Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. Int. J. Educ. Res. 50:241–50
     [Google Scholar]
  53. Dweck C. 1986. Motivational processes affecting learning. Am. Psychol. 41:1040–48
     [Google Scholar]
  54. Eccles JS. 2007. Families, schools, and developing achievement-related motivations and engagement. Handbook of Socialization: Theory and Research JE Grusec, PD Hastings 665–91. New York: Guilford
     [Google Scholar]
  55. Eccles JS, Wigfield A. 2002. Motivational beliefs, values, and goals. Annu. Rev. Psychol. 53:109–32
     [Google Scholar]
  56. Elliot AJ. 1999. Approach and avoidance motivation and achievement goals. Educ. Psychol. 34::169–89
     [Google Scholar]
  57. Elliot AJ, Church MA. 1997. A hierarchical model of approach and avoidance achievement motivation. J. Pers. Soc. Psychol. 72:218–32
     [Google Scholar]
  58. Elliot AJ, Hulleman CS 2017. Achievement goals. Handbook of Competence and Motivation: Theory and Application AJ Elliot, CS Dweck, DS Yeager 43–60. New York: Guilford
     [Google Scholar]
  59. Elliot AJ, Jury M, Murayama K. 2018. Trait and perceived environmental competitiveness in achievement situations. J. Pers. 86::353–67
     [Google Scholar]
  60. Elliot AJ, McGregor HA. 2001. A 2 × 2 achievement goal framework. J. Pers. Soc. Psychol. 80:501–19
     [Google Scholar]
  61. Elliot AJ, Murayama K, Pekrun R. 2011. A 3 × 2 achievement goal model. J. Educ. Psychol. 103:632–48
     [Google Scholar]
  62. Elliot AJ, Thrash TM. 2001. Achievement goals and the hierarchical model of achievement motivation. Educ. Psychol. Rev. 13:139–56
     [Google Scholar]
  63. Elliot AJ, Thrash TM. 2002. Approach-avoidance motivation in personality: approach and avoidance temperaments and goals. J. Pers. Soc. Psychol. 82:804–18
     [Google Scholar]
  64. Elliot AJ, Thrash TM. 2004. The intergenerational transmission of fear of failure. Pers. Soc. Psychol. Bull. 30:957–71
     [Google Scholar]
  65. Elliot AJ, Thrash TM. 2010. Approach and avoidance temperament as basic dimensions of personality. J. Pers. 78:865–906
     [Google Scholar]
  66. Elliott ES, Dweck CS. 1988. Goals: an approach to motivation and achievement. J. Pers. Soc. Psychol. 54:5–12
     [Google Scholar]
  67. Festinger L. 1954. A theory of social comparison processes. Hum. Relat. 7:117–40
     [Google Scholar]
  68. Fiske ST. 2018. Stereotype content: Warmth and competence endure. Curr. Dir. Psychol. Sci. 27:67–73
     [Google Scholar]
  69. Fiske ST, Cuddy AJC, Glick P, Xu J. 2002. A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. J. Pers. Soc. Psychol. 82:878–902
     [Google Scholar]
  70. Fuligni A, Tseng V, Lam M. 1999. Attitudes toward family obligations among American adolescents with Asian, Latin American, and European backgrounds. Child Dev. 70:1030–44
     [Google Scholar]
  71. Gonida EN, Kiosseoglou G, Voulala K. 2007. Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: grade-level differences across adolescence. Eur. J. Psychol. Educ. 22:23–39
     [Google Scholar]
  72. Goodenough WH. 2003. In pursuit of culture. Annu. Rev. Anthropol. 32:1–12
     [Google Scholar]
  73. Guo J, Hu X, Elliot AJ, Marsh HW, Murayama K et al. 2023. Mastery-approach goals: a large-scale cross-cultural analysis of antecedents and consequences. J. Pers. Soc. Psychol. 125:397–420
     [Google Scholar]
  74. Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ, Thrash TM. 2002a. Revision of achievement goal theory: necessary and illuminating. J. Educ. Psychol. 94:638–45
     [Google Scholar]
  75. Harackiewicz JM, Barron KE, Tauer JM, Elliot AJ. 2002b. Predicting success in college: a longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. J. Educ. Psychol. 94:562–75
     [Google Scholar]
  76. Harackiewicz JM, Linnenbrink EA. 2005. Multiple achievement goals and multiple pathways for learning: the agenda and impact of Paul R. Pintrich. Educ. Psychol. 40:75–84
     [Google Scholar]
  77. Harackiewicz JM, Priniski SJ. 2018. Improving student outcomes in higher education: the science of targeted intervention. Annu. Rev. Psychol. 69:409–35
     [Google Scholar]
  78. Harkins SG, Williams KD, Burger JM, eds. 2017. The Oxford Handbook of Social Influence Oxford, UK: Oxford Univ. Press
  79. Heider F. 1958. The Psychology of Interpersonal Relations New York: John Wiley & Sons
  80. Hemi A, Madjar N, Rich Y. 2023. Perceived peer and teacher goals: relationships with students’ academic achievement goals. J. Exp. Educ. 91:145–65
     [Google Scholar]
  81. Hofstede G. 1991. Cultures and Organizations: Software of the Mind New York: McGraw-Hill
  82. Huang C. 2011. Achievement goals and achievement emotions: a meta-analysis. Educ. Psychol. Rev. 23:359–88
     [Google Scholar]
  83. Huang C. 2012. Discriminant and criterion-related validity of achievement goals in predicting academic achievement: a meta-analysis. J. Educ. Psychol. 104:48–73
     [Google Scholar]
  84. Hulleman CS, Schrager SM, Bodmann SM, Harackiewicz JM. 2010. A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels?. Psychol. Bull. 136:422–49
     [Google Scholar]
  85. Iatridis T. 2019. The Janus of diversity: May the ideology of individual diversity rationalize social inequalities?. Political Psychol. 40:183–201
     [Google Scholar]
  86. Jansen T, Meyer J, Wigfield A, Möller J. 2022. Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses. Psychol. Bull. 148:1–26
     [Google Scholar]
  87. Jost JT, Banaji MR. 1994. The role of stereotyping in system-justification and the production of false consciousness. Br. J. Soc. Psychol. 33::1–27
     [Google Scholar]
  88. Jost JT, Hunyady O. 2005. Antecedents and consequences of system-justifying ideologies. Curr. Dir. Psychol. Sci. 14::260–65
     [Google Scholar]
  89. Jury M, Darnon C, Dompnier B, Butera F. 2017. The social utility of performance-approach goals in a selective educational environment. Soc. Psychol. Educ. 20:215–35
     [Google Scholar]
  90. Jury M, Quiamzade A, Darnon C, Mugny G. 2019. Higher and lower status individuals’ performance goals: the role of hierarchy stability. Motiv. Sci. 5:52–65
     [Google Scholar]
  91. Jury M, Smeding A, Court M, Darnon C. 2015. When first-generation students succeed at university: on the link between social class, academic performance, and performance-avoidance goals. Contemp. Educ. Psychol. 41:25–36
     [Google Scholar]
  92. Khamzina K, Jury M, Ducreux E, Desombre C. 2021. The conflict between inclusive education and the selection function of schools in the minds of French teachers. Teach. Teacher Educ. 106:1–11
     [Google Scholar]
  93. Kim U, Park Y. 2006. Indigenous psychological analysis of academic achievement in Korea: the influence of self-efficacy, parents, and culture. Int. J. Psychol. 41::287–91
     [Google Scholar]
  94. King RB. 2015. Examining the dimensional structure and nomological network of achievement goals in the Philippines. J. Adolesc. 44:214–18
     [Google Scholar]
  95. King RB. 2022. Sociocultural and ecological perspectives on achievement motivation. Asian J. Soc. Psychol. 25:433–48
     [Google Scholar]
  96. King RB, McInerney DM. 2019. Family-support goals drive engagement and achievement in a collectivist context: integrating etic and emic approaches in goal research. Contemp. Educ. Psychol. 58:338–53
     [Google Scholar]
  97. Kruglanski AW, Shah JY, Fishbach A, Friedman R, Chun WY et al. 2002. A theory of goal systems. Advances in Experimental Social Psychology, Vol. 34 M Zanna 331–78. San Diego, CA: Academic
     [Google Scholar]
  98. Latané B. 1981. The psychology of social impact. Am. Psychol. 36:343–56
     [Google Scholar]
  99. Latané B. 1996. Dynamic social impact: the creation of culture by communication. J. Commun. 46:13–25
     [Google Scholar]
  100. Law YK. 2011. The effects of cooperative learning on enhancing Hong Kong fifth graders’ achievement goals, autonomous motivation and reading proficiency. J. Res. Read. 34::402–25
     [Google Scholar]
  101. Lee M, Bong M. 2016. In their own words: reasons underlying the achievement striving of students in schools. J. Educ. Psychol. 108:274–94
     [Google Scholar]
  102. Li J. 2002. A cultural model of learning. J. Cross-Cult. Psychol. 33::248–69
     [Google Scholar]
  103. Liem GAD, Elliot AJ 2018. Sociocultural influences on achievement goal adoption and regulation: a goal complex perspective. Big Theories Revisited 2 GAD Liem, DM McInerney 41–67. Charlotte, NC: Inf. Age Publ.
     [Google Scholar]
  104. Liem GAD, Nie Y. 2008. Values, achievement goals, and individual-oriented and social-oriented achievement motivations among Chinese and Indonesian secondary school students. Int. J. Psychol. 43::898–903
     [Google Scholar]
  105. Liem GAD, Senko C. 2022. Goal complexes: a new approach to studying the coordination, consequences, and social contexts of pursuing multiple goals. Educ. Psychol. Rev. 34:1–29
     [Google Scholar]
  106. Linnenbrink EA, Pintrich PR 2001. Multiple goals, multiple contexts: the dynamic interplay between personal goals and contextual goal stresses. Motivation in Learning Contexts: Theoretical Advances and Methodological Implications S Volet, S Järvelä 251–69. Oxford, UK: Pergamon Press
     [Google Scholar]
  107. Lochbaum M, Gottardy J. 2015. A meta-analytic review of the approach-avoidance achievement goals and performance relationships in the sport psychology literature. J. Sport Health Sci. 4:164–73
     [Google Scholar]
  108. Lochbaum M, Zazo R, Kazak Z, Wright T, Graham KA, Konttinen N. 2016. A meta-analytic review of achievement goal orientation correlates in competitive sport: a follow-up to Lochbaum et al. 2016. Kinesiology 48:159–73
     [Google Scholar]
  109. Maehr ML. 1974. Culture and achievement motivation. Am. Psychol. 29:887–96
     [Google Scholar]
  110. Maehr M 1989. Thoughts about motivation. Research on Motivation in Education, Vol. 3 C Ames, R Ames 299–315. San Diego, CA: Academic
     [Google Scholar]
  111. Matteucci MC. 2014. Social utility versus social desirability of students’ attributional self-presentation strategies. Soc. Psychol. Educ. 17:541–63
     [Google Scholar]
  112. McClelland DC. 1961. The Achieving Society Princeton, NJ: Van Nostrand
  113. McClelland DC. 1987. Human Motivation Cambridge, UK: Cambridge Univ. Press
  114. McClelland DC, Atkinson JW, Clark RA, Lowell EL. 1953. The Achievement Motive New York: Appleton-Century-Crofts
  115. Meece JL, Anderman EM, Anderman LH. 2006. Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol. 57:487–503
     [Google Scholar]
  116. Midgley C, Maehr ML, Hruda LZ, Anderman E, Anderman L et al. 2000. Manual for the Patterns of Adaptive Learning Scales Ann Arbor: Univ. Mich.
  117. Mijs JJB. 2021. The paradox of inequality: Income inequality and belief in meritocracy go hand in hand. Socio-Econ. Rev. 19:7–35
     [Google Scholar]
  118. Murayama K, Elliot AJ. 2012. The competition-performance relation: a meta-analytic review and test of the opposing processes model of competition and performance. Psychol. Bull. 138:1035–70
     [Google Scholar]
  119. Murayama K, Zhou M, Nesbit JC. 2009. A cross-cultural examination of the psychometric properties of responses to the achievement goal questionnaire. Educ. Psychol. Meas. 69:266–86
     [Google Scholar]
  120. Nicholls JG. 1984. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychol. Rev. 91:328–46
     [Google Scholar]
  121. Noordzij G, Giel L, van Mierlo H. 2021. A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing. Soc. Psychol. Educ. 24:195–245
     [Google Scholar]
  122. Oyserman D, Lee SWS 2007. Priming “culture”: culture as situated cognition. Handbook of Cultural Psychology S Kitayama, D Cohen 255–79. New York: Guilford
     [Google Scholar]
  123. Payne SC, Youngcourt SS, Beaubien JM. 2007. A meta-analytic examination of the goal orientation nomological net. J. Appl. Psychol. 92:128–50
     [Google Scholar]
  124. Pekrun R, Elliot AJ, Maier MA. 2006. Achievement goals and discrete achievement emotions: a theoretical model and prospective test. J. Educ. Psychol. 98:583–97
     [Google Scholar]
  125. Pekrun R, Goetz T, Titz W, Perry RP. 2002. Academic emotions in students' self-regulated learning and achievement: a program of qualitative and quantitative research. Educ. Psychol. 37:91–105
     [Google Scholar]
  126. Pekrun R, Marsh HW, Elliot AJ, Stockinger K, Perry RP et al. 2023. A three-dimensional taxonomy of achievement emotions. J. Pers. Soc. Psychol. 124:145–78
     [Google Scholar]
  127. Pérez JA, Mugny G 1996. The conflict elaboration theory of social influence. Understanding Group Behavior, Vol. 2 Small Group Processes and Interpersonal Relations E Witte, JH Davis 191–210. Mahwah, NJ: Lawrence Erlbaum
     [Google Scholar]
  128. Perret-Clermont AN. 2022. Socio-cognitive conflict. The Palgrave Encyclopedia of the Possible VP Glăveanu Cham, Switz: Palgrave Macmillan. https://link.springer.com/referenceworkentry/10.1007/978-3-319-98390-5_214-1
    [Google Scholar]
  129. Poortvliet PM, Darnon C. 2010. Toward a more social understanding of achievement goals: the interpersonal effects of mastery and performance goals. Curr. Dir. Psychol. Sci. 19:324–28
     [Google Scholar]
  130. Pulfrey C, Buchs C, Butera F. 2011. Why grades engender performance avoidance goals: the mediating role of autonomous motivation. J. Educ. Psychol. 103::683–700
     [Google Scholar]
  131. Pulfrey C, Butera F. 2013. Why neoliberal values of self-enhancement lead to cheating in higher education: a motivational account. Psychol. Sci. 24:2153–62
     [Google Scholar]
  132. Rawsthorne LJ, Elliot AJ. 1999. Achievement goals and intrinsic motivation: a meta-analytic review. Pers. Soc. Psychol. Rev. 3:326–44
     [Google Scholar]
  133. Ryan RM, Deci EL. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55::68–78
     [Google Scholar]
  134. Schwartz SH. 2007. Cultural and individual value correlates of capitalism: a comparative analysis. Psychol. Inq. 18:52–57
     [Google Scholar]
  135. Schwartz SH, Cieciuch J, Vecchione M, Davidov E, Fischer R et al. 2012. Refining the theory of basic individual values. J. Pers. Soc. Psychol. 103:663–88
     [Google Scholar]
  136. Senko C, Dawson B. 2017. Performance-approach goal effects depend on how they are defined: meta-analytic evidence from multiple educational outcomes. J. Educ. Psychol. 109:574–98
     [Google Scholar]
  137. Senko C, Freund AM. 2015. Are mastery-avoidance achievement goals always detrimental? An adult development perspective. Motiv. Emot. 39:477–88
     [Google Scholar]
  138. Senko CM, Harackiewicz JM. 2005. Achievement goals, performance and task interest: why perceived difficulty matters. Pers. Soc. Psychol. Bull. 31::1739–53
     [Google Scholar]
  139. Šimunović M, Babarović T. 2020. The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research. Soc. Psychol. Educ. 23:701–19
     [Google Scholar]
  140. Smeding A, Darnon C, Souchal C, Toczek-Capelle MC, Butera F. 2013. Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment. PLOS ONE 8:e71678
     [Google Scholar]
  141. Smeding A, Dompnier B, Meier E, Darnon C, Baumberger B, Butera F. 2015. The motivation to learn as a self-presentation tool among Swiss high school students: the moderating role of mastery goals’ perceived social value on learning. Learn. Individ. Differ. 40:204–10
     [Google Scholar]
  142. Smeding A, Dompnier B, Meier E, Darnon C, Butera F. 2022. A multilevel account for social value related reasons behind mastery goals. Br. J. Educ. Psychol. 92:394–408
     [Google Scholar]
  143. Sommet N, Darnon C, Butera F. 2015. To confirm or to conform? Performance goals as a regulator of conflict with more-competent others. J. Educ. Psychol. 107:580–98
     [Google Scholar]
  144. Sommet N, Elliot AJ. 2016. Achievement goals. Encyclopedia of Personality and Individual Differences V Zeigler-Hill, T Shackelford Cham, Switz: Springer https://doi.org/10.1007/978-3-319-28099-8_484-1
    [Google Scholar]
  145. Sommet N, Elliot AJ. 2023. A competitiveness-based theoretical framework on the psychology of income inequality. Curr. Dir. Psychol. Sci. press. https://doi.org/10.1177/09637214231159563
    [Google Scholar]
  146. Sommet N, Elliot AJ, Jamieson JP, Butera F. 2019. Income inequality, perceived competitiveness, and approach-avoidance motivation. J. Pers. 87:767–84
     [Google Scholar]
  147. Sommet N, Elliot AJ, Sheldon KM 2021. Achievement goal complexes: integrating the “what” and the “why” of achievement motivation. Handbook of Personality: Theory and Research OP John, RW Robins 104–21. New York: Guilford
     [Google Scholar]
  148. Sommet N, Pillaud V, Meuleman B, Butera F. 2017. The socialization of performance goals. Contemp. Educ. Psychol. 49::337–54
     [Google Scholar]
  149. Spears R. 2021. Social influence and group identity. Annu. Rev. Psychol. 72:367–90
     [Google Scholar]
  150. Stephens NM, Fryberg SA, Markus HR, Johnson CS, Covarrubias R. 2012. Unseen disadvantage: how American universities’ focus on independence undermines the academic performance of first-generation college students. . J. Pers. Soc. Psychol. 102::1178–97
     [Google Scholar]
  151. Stephens NM, Markus HR, Phillips LT. 2014. Social class culture cycles: how three gateway contexts shape selves and fuel inequality. Annu. Rev. Psychol. 65::611–34
     [Google Scholar]
  152. Stevenson H, Stigler J. 1992. The Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education New York: Simon & Schuster
  153. Triandis HC, Malpass RS, Davidson AR. 1973. Psychology and culture. Annu. Rev. Psychol. 24:355–78
     [Google Scholar]
  154. Urdan T, Kaplan A. 2020. The origins, evolution, and future directions of achievement goal theory. Contemp. Educ. Psychol. 61:101862
     [Google Scholar]
  155. Urdan T, Midgley C, Anderman EM. 1998. The role of classroom goal structure in students’ use of self-handicapping strategies. Am. Educ. Res. J. 35:101–22
     [Google Scholar]
  156. Van Yperen NW, Blaga M, Postmes T. 2014. A meta-analysis of self-reported achievement goals and non-self-report performance across three achievement domains (work, sports, and education). PLOS ONE 9:e93594
     [Google Scholar]
  157. Van Yperen NW, Blaga M, Postmes T. 2015. A meta-analysis of the impact of situationally induced achievement goals on task performance. Hum. Perform. 28:165–82
     [Google Scholar]
  158. Vansteenkiste M, Lens W, Elliot AJ, Soenens B, Mouratidis A. 2014. Moving the achievement goal approach one step forward: toward a systematic examination of the autonomous and controlled reasons underlying achievement goals. Educ. Psychol. 49:153–74
     [Google Scholar]
  159. Weiner B. 1985. An attributional theory of achievement motivation and emotion. Psychol. Rev. 92:548–73
     [Google Scholar]
  160. White RW. 1959. Motivation reconsidered: the concept of competence. Psychol. Rev. 66::297–333
     [Google Scholar]
  161. Wiggins JS. 1979. A psychological taxonomy of trait-descriptive terms: the interpersonal domain. J. Pers. Soc. Psychol. 37:395–412
     [Google Scholar]
  162. Winne PH, Nesbit JC. 2010. The psychology of academic achievement. Annu. Rev. Psychol. 61:653–78
     [Google Scholar]
  163. Yu A, Yang K 1994. The nature of achievement motivation in collectivist societies. Individualism and Collectivism: Theory, Method, and Applications, Vol. 18 U Kim, HC Triandis, C Kagitcibasi, S Choi, G Yoon 239–50. Thousand Oaks, CA: SAGE
     [Google Scholar]
  164. Ziegler A, Dresel M, Stoeger H. 2008. Addressees of performance goals. J. Educ. Psychol. 100:643–54
     [Google Scholar]
  165. Zusho A, Clayton K. 2011. Culturalizing achievement goal theory and research. Educ. Psychol. 46:239–60
     [Google Scholar]
/content/journals/10.1146/annurev-psych-013123-102139
Loading
Achievement Goals: A Social Influence Cycle
Annual Review of Psychology 75, 527 (2024); https://doi.org/10.1146/annurev-psych-013123-102139
/content/journals/10.1146/annurev-psych-013123-102139
/content/journals/10.1146/annurev-psych-013123-102139
Loading

Data & Media loading...

  • Article Type: Review Article

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error