Distinguishing the desire to learn from the desire to perform: The social value of achievement goals

ABSTRACT

We sought to distinguish mastery goals (i.e., desire to learn) from performance goals (i.e., desire to achieve more positive evaluations than others) in the light of social judgment research. In a pilot study, we made a conceptual distinction between three types of traits (agency, competence, and effort) that are often undifferentiated. We then tested the relevance of this distinction for understanding how people pursuing either mastery or performance goals are judged. On self-perception, results revealed that effort was predicted by the adoption of mastery goals and agency by performance goals (Study 1). On judgments, results showed that (a) the target pursuing mastery goals was perceived as oriented toward effort, and (b) the target pursuing performance goals was oriented toward agency (Study 2). Finally, these links were shown again by participants who inferred a target’s goals from his traits (Study 3). Results are discussed in terms of the social value of achievement goals at school.

KEYWORDS:

• Achievement goals
• agency
• competence
• effort

Notes

^1. The remit of the French National Institute of Statistics and Economic Studies (INSEE) is to collect, produce, analyze, and disseminate economic and social information.

^2. 26.57% of participants reported being paid between €413 and €1073, 23.67% between €1074 and €1481, 26.57% between €1482 and €2104, 15.94% between €2105 and €3841, and 7.25% more than €3842.

Additional information

Notes on contributors

Joanna Cohen

Joanna Cohen is Doctor of Social Psychology at the University of Reims Champagne-Ardenne. Her research focuses on the social value of achievement goals and on the perception of disabled people in evaluative contexts. Céline Darnon is Assistant Professor in Social Psychology at the University of Clermont-Ferrand. Her research mainly examines how the educational system, because of the values and the goals it promotes, contributes to legitimate and reproduce social class and gender inequalities. Patrick Mollaret is Professor of Social Psychology at the University of Paris 8. His research is mainly concerned with the primacy of evaluative information over descriptive traits, both in the perception of others and in self perception.

Céline Darnon

Joanna Cohen is Doctor of Social Psychology at the University of Reims Champagne-Ardenne. Her research focuses on the social value of achievement goals and on the perception of disabled people in evaluative contexts. Céline Darnon is Assistant Professor in Social Psychology at the University of Clermont-Ferrand. Her research mainly examines how the educational system, because of the values and the goals it promotes, contributes to legitimate and reproduce social class and gender inequalities. Patrick Mollaret is Professor of Social Psychology at the University of Paris 8. His research is mainly concerned with the primacy of evaluative information over descriptive traits, both in the perception of others and in self perception.

Patrick Mollaret

Joanna Cohen is Doctor of Social Psychology at the University of Reims Champagne-Ardenne. Her research focuses on the social value of achievement goals and on the perception of disabled people in evaluative contexts. Céline Darnon is Assistant Professor in Social Psychology at the University of Clermont-Ferrand. Her research mainly examines how the educational system, because of the values and the goals it promotes, contributes to legitimate and reproduce social class and gender inequalities. Patrick Mollaret is Professor of Social Psychology at the University of Paris 8. His research is mainly concerned with the primacy of evaluative information over descriptive traits, both in the perception of others and in self perception.