Performance-approach goals: the operationalization makes the difference
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Performance-approach goals: the operationalization makes the difference Linda Wirthwein 1
& Ricarda Steinmayr
1
Received: 1 July 2020 / Revised: 29 October 2020 / Accepted: 23 November 2020 # The Author(s) 2020
Abstract
The operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs. Keywords Achievement goals . Motivation . School achievement . Assessment . Well-being
* Linda Wirthwein Linda.Wirthwein@tu–dortmund.de Ricarda Steinmayr [email protected]
1
Technische Universität Dortmund, Emil-Figge-Straße 50, 44139 Dortmund, Germany
L. Wirthwein, R. Steinmayr
Introduction The relevance of different motivational constructs to academic achievement outcomes has been demonstrated during the last several decades of research. Among others, achievement goals in particular have gained considerable attention (Elliot 1999, 2005). One relevant moderator regarding the association between achievement goals and important educational outcomes is the operationalization of the achievement goal (Huang 2012; Hulleman et al. 2010; Wirthwein et al. 2013). Especially performance-approach goals (PAGs) have been operationalized heterogeneously (Hulleman et al. 2010). At least two different elements of PAGs have been discussed: goals with an appearance focus (“appearance performance-approach goals”: demonstrating competence or appearing intelligent to others) and goals with a normative focus (“normative performance-approach goals”: trying to be better than others or to outperform others). In their meta-analyses, Hulleman et al. (2010) and Wirthwein et al. (2013) concluded that normative PAGs yielded higher associations with academic achi
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