Performance-avoidance goals negatively predict both self-concept and self-efficacy across all three grade levels¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Performance-avoidance goals have negative effects on both self-concept and self-efficacy at each grade level. → Mason 2012

Evidence¶

Mason 2012¶

Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2012). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science. https://doi.org/10.1007/s11251-012-9210-0

q3 · i? · associational · r2

SEM path analysis of fifth-grade data (n = 213) showed performance-avoidance goals strongly negatively predicted self-concept (β = -0.65) and self-efficacy (β = -0.46). Similar negative effects on both self-beliefs emerged at eighth and eleventh grades.

"Mastery goals (b = 0.11, t = 2.14) also had a positive effect on self-concept, whereas performance-avoidance goals (b = -0.65, t = -13.12) had a negative effect."

Discussion¶

Related Claims¶

• Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels
• Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects — related
• Mastery and performance-approach goals positively predict self-efficacy while performance-avoidance goals negatively predict it across all three grade levels — related
• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related