Performing under challenge: The differing effects of ability and normative performance goals. Article Swipe
Yoonkyung Chung
,
Mimi Bong
,
Sung‐il Kim
·
YOU?
·
· 2019
· Open Access
·
· DOI: https://doi.org/10.1037/edu0000393
YOU?
·
· 2019
· Open Access
·
· DOI: https://doi.org/10.1037/edu0000393
The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students in Korea (Studies 2 and 3) participated in similar experiments to strengthen the generalizability of the findings. Across the 3 studies, students assigned to the ability-goal condition exhibited significantly higher anxiety and lower interest compared with those in the normative- and mastery-goal conditions, except that the anxiety between the 2 performance-goal conditions did not differ after experiencing failure in Study 3. The ability-goal students persisted for significantly less time than did those in the other 2 conditions (Study 1) and demonstrated significantly lower challenge appraisal and weaker reengagement intention compared with those in the normative-goal condition (Study 2). The effects of achievement goals on problem-solving performance varied across the studies. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
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- article
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https://doi.org/10.1037/edu0000393Digital Object Identifier
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Performing under challenge: The differing effects of ability and normative performance goals.Work title
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articleOpenAlex work type
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enPrimary language
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2019Year of publication
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2019-08-22Full publication date if available
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Yoonkyung Chung, Mimi Bong, Sung‐il KimList of authors in order
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https://doi.org/10.1037/edu0000393Publisher landing page
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YesWhether a free full text is available
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hybridOpen access status per OpenAlex
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Psychology, Normative, Cognitive psychology, Social psychology, Developmental psychology, Epistemology, PhilosophyTop concepts (fields/topics) attached by OpenAlex
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30Total citation count in OpenAlex
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2025: 7, 2024: 7, 2023: 3, 2022: 6, 2021: 4Per-year citation counts (last 5 years)
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| abstract_inverted_index.compared | 83, 138 |
| abstract_inverted_index.examined | 18 |
| abstract_inverted_index.interest | 82 |
| abstract_inverted_index.students | 48, 70, 112 |
| abstract_inverted_index.studies, | 69 |
| abstract_inverted_index.studies. | 158 |
| abstract_inverted_index.(PsycInfo | 159 |
| abstract_inverted_index.appraisal | 133 |
| abstract_inverted_index.challenge | 132 |
| abstract_inverted_index.condition | 75, 144 |
| abstract_inverted_index.designed. | 39 |
| abstract_inverted_index.exhibited | 76 |
| abstract_inverted_index.findings. | 65 |
| abstract_inverted_index.intention | 137 |
| abstract_inverted_index.interest, | 14 |
| abstract_inverted_index.normative | 6 |
| abstract_inverted_index.persisted | 113 |
| abstract_inverted_index.reserved) | 167 |
| abstract_inverted_index.conditions | 100, 125 |
| abstract_inverted_index.normative- | 88 |
| abstract_inverted_index.strengthen | 60 |
| abstract_inverted_index.Challenging | 24 |
| abstract_inverted_index.achievement | 150 |
| abstract_inverted_index.adolescents | 43 |
| abstract_inverted_index.conditions, | 91 |
| abstract_inverted_index.demonstrate | 29 |
| abstract_inverted_index.experiments | 58 |
| abstract_inverted_index.performance | 4, 7, 16, 34, 154 |
| abstract_inverted_index.ability-goal | 74, 111 |
| abstract_inverted_index.demonstrated | 129 |
| abstract_inverted_index.experiencing | 105 |
| abstract_inverted_index.experiments. | 23 |
| abstract_inverted_index.mastery-goal | 90 |
| abstract_inverted_index.participated | 55 |
| abstract_inverted_index.reengagement | 136 |
| abstract_inverted_index.significantly | 77, 115, 130 |
| abstract_inverted_index.normative-goal | 143 |
| abstract_inverted_index.problem-solving | 25, 153 |
| abstract_inverted_index.generalizability | 62 |
| abstract_inverted_index.performance-goal | 99 |
| cited_by_percentile_year.max | 99 |
| cited_by_percentile_year.min | 96 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 3 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.7200000286102295 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.89410849 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |