Implicit theories of ability predict achievement goals, with performance goals mediating or suppressing entity theory effects on math performance¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In middle school students, incremental theory positively predicted mastery goals and entity theory positively predicted performance goals; performance-approach goals suppressed and performance-avoidance goals mediated the direct negative relation between entity theory and math performance. → Andrew J. Elliot · Nicolas Sommet 2023

Evidence¶

Andrew J. Elliot · Nicolas Sommet 2023¶

Andrew J. Elliot · Nicolas Sommet. (2023). Integration in the Achievement Motivation Literature and the Hierarchical Model of Achievement Motivation. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09785-7

q3 · i? · theoretical · r3

The review reports Cury et al.'s (2006) first study with middle school students measuring implicit theories for math at semester start, goals three weeks later, and grade data from school records. Mastery-based goals 'did not have any intermediary role in predicting performance.'

"entity theory facilitated performance-approach goals, and these goals in turn facilitated math performance; performance-approach goals served as suppressors of the direct negative relation between entity theory and math performance"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learning and performance goal orientations are highly positively correlated and not mutually exclusive in adults — related
• Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals — a broader claim this one bears on
• Trait test anxiety predicts performance-based goals, and in a path model state anxiety and worry, but not emotionality, link performance-avoidance goals to lower exam performance — related