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Corwin Senko
State University of New York System
17Publications
14H-index
1,030Citations
Publications 17
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#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
Abstract The most surprising and controversial finding in achievement goal research is that performance goals predict academic achievement more reliably than do mastery goals. This paper reviews and tests multiple explanations for those effects. Each assumes that either goal can facilitate achievement under particular learning conditions. The challenge framework posits that performance goals facilitate achievement only on simple tasks, and that mastery goals do so on challenging tasks. The depth...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Blair Dawson (SUNY: State University of New York System)H-Index: 1
Achievement goal theory originally defined performance-approach goals as striving to demonstrate competence to outsiders by outperforming peers. The research, however, has operationalized the goals inconsistently, emphasizing the competence demonstration element in some cases and the peer comparison element in others. A meta-analysis by Hulleman et al. (2010) discovered that students’ academic achievement was negatively predicted by performance-approach goals that focus on appearing talented, bu...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Katie L. Tropiano (SUNY: State University of New York System)H-Index: 1
Achievement goal theory (Dweck, 1986) initially characterized mastery goals and performance goals as opposites in a good–bad dualism of student motivation. A later revision (Harackiewicz, Barron, & Elliot, 1998) contended that both goals can provide benefits and be pursued together. Perhaps both frameworks are correct: Their contrasting views may stem from differences in how they define performance goals. The traditional framework favors a goal orientation model in which performance goals entail...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Alexandra M. Freund (UZH: University of Zurich)H-Index: 36
Achievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however. Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and loss-prevention rather than gains, and also that they sometimes profit from pursuing thos...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Hidetoshi Hama (SUNY: State University of New York System)H-Index: 1
Last.Kimberly Belmonte (SUNY: State University of New York System)H-Index: 2
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Abstract Two classroom studies tested whether mastery-approach goals and performance-approach goals nudge students to pursue different learning agendas. Each showed that mastery-approach goals promote an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material. Study 2 showed that this approach can jeopardize their academic achievement. Conversely, performance-approach goals promote a vigilant approach in wh...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Amanda M. Durik (NIU: Northern Illinois University)H-Index: 20
Last.David P. Valentiner (NIU: Northern Illinois University)H-Index: 17
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Abstract Two studies examined the effects of university students' achievement goals on performance under low versus high challenge conditions. The first was a laboratory experiment in which participants were assigned goals to pursue on a novel mathematics task alleged to be simple or complex to use. The second was a survey study in which students set goals for courses rated by others as easy or hard. In direct opposition to the common premise that performance goals are maladaptive on complex or ...
The current studies introduce the goal attainment expectancy construct to achievement goal theory. Three studies, 2 in college classrooms and the other using a novel math task in the laboratory, converged on the same finding. For mastery-approach goals and performance-approach goals alike, the harder the goal appeared to attain, the less likely participants were to pursue it, ultimately with negative repercussions to participants' task interest and achievement. Additionally, in each study, maste...
#1Corwin Senko (SUNY: State University of New York System)H-Index: 14
#2Kimberly Belmonte (SUNY: State University of New York System)H-Index: 2
Last.Anastasyia Yakhkind (SUNY: State University of New York System)H-Index: 1
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Background. Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students’ academic achievement goals. Aims. The present study tested the hypothesis that students pursuing mastery goals favour instructors who stimulate and challenge them intellectually, whereas those pursuing performance goals favour instructors who present material clearly and provide clear...
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