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Effects of Attribute Affirmation and Achievement Goals on High School Students' Motivation.
- Source :
-
Frontiers in psychology [Front Psychol] 2021 Aug 24; Vol. 12, pp. 661668. Date of Electronic Publication: 2021 Aug 24 (Print Publication: 2021). - Publication Year :
- 2021
-
Abstract
- Researchers have suggested that receiving attribute affirmation (AA) may increase the motivation of students to confront a challenge. However, we posited that to determine whether AA increases the motivation of students to confront a challenging task, we must consider dispositional achievement goals of the students. The participants were 171 junior-high-school students, randomly assigned to an AA or no affirmation condition. The results showed that AA enhanced the tendency to confront a challenging task for students who endorsed low mastery-approach goals (MAGs) and low performance-approach goals (PAGs) simultaneously ( b = 0.5, p = 0.015). The effect was mainly mediated by the increasing state performance-approach goals (SPAGs) in confronting the task (indirect effect = 0.21, 95% CI = 0.04-0.49); however, being attribute-affirmed decreased the tendency to confront the challenging task for students adopting a dominant PAG orientation ( b = -0.76, p = 0.049). In addition, for students adopting a dominant MAG orientation or adopting high MAGs and high PAGs simultaneously, no difference was noted in the tendency to confront the task between participants in the control and attribute-affirmed conditions.<br />Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.<br /> (Copyright © 2021 Liu, Huang, Yin and Chiu.)
Details
- Language :
- English
- ISSN :
- 1664-1078
- Volume :
- 12
- Database :
- MEDLINE
- Journal :
- Frontiers in psychology
- Publication Type :
- Academic Journal
- Accession number :
- 34566749
- Full Text :
- https://doi.org/10.3389/fpsyg.2021.661668