open access
메뉴
open access
메뉴
ISSN : 1229-0696
A number of theorists argued for a normative goal perspective focusing on the adaptive consequences of mastery goals orientations and the maladaptive consequences of performance goals orientations. Others endorsed a multiple goal perspective in which both mastery and performance goals orientations can be beneficial. The purpose of the present investigation was to review why this debate has emerged and to verify a boundary condition of the two perspectives. We set up hypothesis that adaptive variables or variables related to surface process will be explained by multiple goals perspective, whereas maladaptive variables or variables related to deep process will be explained by normative goal perspective. Three hundreds and sixty employees provided ratings of achievement goal orientations, competitive behavior, learning strategy, motivational system, social identification, emotional labor. The hypotheses were accepted from the results of additive goal and interactive goal pattern. We discussed the academic and practical contributions of this research.
박영석, 김기연 (2007). 업무수행 피드백의 수용에서 성취 목표 지향성의 효과. 한국심리학회지: 산업 및 조직, 20(4), 511-528.
박영석, 김기연 (2008). 공정경쟁행동의 구조와 타당도. 2009 한국 산업 및 조직 심리학회 추계 학술 발표 논문집. 116-117.
성미송, 박영석 (2005). 조직 장면에서 2×2 성취 목표 모형의 타당화 연구. 한국심리학회지: 산업 및 조직, 18(1), 97-117.
이차연, 박영석 (2006). 성취 목표 지향성이 업무수행 피드백에 미치는 효과. 한국심리학회지: 산업 및 조직, 19(1), 25-38.
정윤경 (2007). 목표 지향성이 실패 후 아동의 성취행동에 미치는 영향. 한국심리학회지: 발달, 20(2), 185-203.
Ames, C. (1992). Achievement goals, motivational climate, and motivational preocesses. In G. Robert(Ed.), Motivation in sports and exercise, Champaign, IL: Human Kinetics Books.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom; Student's learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., Griesinger, Y., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84-93.
Archer, J. (1994). Achievement hoals as a measure of motivation in university student. Contemporary Educational Psychology, 19, 430- 443.
Attenweiler, W. J., & Moore, D. (2006). Goal orientations: two, three or more factors? Educational and Psychological Measurement, 66, 342-352.
Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95, 604-616.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Applied Psychology, 71, 203-210.
Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: exploring the role of goals in advanced college courses. International of Educational Research, 39, 357- 374.
Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, 317-329.
Carver, C. S., & White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses ti impending reward and punishment: The BIS/BAS sacles. Journal of Personality and Social Psychology, 67, 319-333.
Day, E. A., Radosevich, D. J., & Chasteen, C. S. (2003). Construct- and criterion- related validity of four commonly used goal orientation instruments. Contemporary Educational Psychology 28, 434-464.
Diefendorff, J. M., Croyle, M. H., & Gosserand, R. H. (2005). The dimensionality and antecedents of emotional labor strategies, Journal of Vocational Behavior, 66, 339-357.
Depue, R. A. & Iacona, W. G. (1989). Neurobehavioral aspects of affective disorders. Annual Review of Psychology, 41, 417-440.
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
Dweck, C. S. (1986). Motivational precesses affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S., & Elliot E. (1983). Achievement motivation. In E. Heatherington(Ed.), Handbook of child psychology(Vol. 4, pp. 643-691). New York: Wiley.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck(Eds.), Handbook of competence and motivation(pp. 52-72). New York: Guilford Press.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143-179). Greenwich, CT: JAI Press.
Elliot, A. J., & Dweck, C. S.(1988). Goals: An approach to motivation and achievement, Journal of Personality and Social Psychology, 65, 904-915.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. J., & McGregor.. H. A. (1999). Test anxiety and the gierachical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 76, 628-644.
Elliot, A. J., & McGregor. H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
Elliot, A. J., & Moller, A. C. (2003). Performance-approach goals: good or bad forms of regulation? International Journal of Educational Research, 39, 339-356.
Entwistle, N. (1988). Motivation factors in students' approachs to learning. In R. Schmeck (Eds.). Learning strategies and learning styles: Perspectives on individual differences (pp. 21-51). New York: Plenum Press.
Gray, J. A. (1982). The neuropsychology of anxiety: An inquiry into the functions of the septohippocampal system. New York: Oxford University Press.
Gray, J. A. (1987). The psychology of fear and stress (2nd ed.). New York: Cambridge University Press.
Gray, J. A. (1990). Brain systems that mediate both emotion and cognition. Congnition and Emotion, 4, 269-288.
Guilford. J. P., & Furchter. B. (1978). Fundmental statistics in psychology and education(6th). McGraw-Hill.
Harackiewicz, J. M., Baron, K. E., Cater, S. M., Letho, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 33, 1-21.
Harackiewicz, J. M., Baron, K. E., Cater, S. M., Letho, A. T., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals in college: Predicting continued interest and performance over time. Journal of Educational Psychology, 92, 315-330.
Harackiewicz, J. M., Barron K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (1988). Rethinking achieement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21.
Harackiewicz, J. M., Barron K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessaty and illuminating, Journal of Educational Psychology, 94, 638-645.
Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement goals and intrinsic motivation. Journal of Personality and Social Psychology, 65, 904-915.
Harackiewicz, J. M., & Sansone, C. (1991). Goals and intrinsic motivation : You can get there from here. In M. Maegr & P. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp.21-49). Greewich, CT: JAI Press.
Haslam, S. A. (2004). Psychology in organizations: The social identity approach. In S. A. Haslam(2nd ed.), Oxford: The Alden Press.
Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley Califonia Press.
Hoover, P, B., Steele-Johoson, D., Beauregard, R. S., & Schimidt, A. M. (1999). Learning and performance goal orientation interationas with Dynamic task complexity. Paper presented at the annual conference of the Society for Industrial and Organizational Psychology, Atlanta, GA.
Hotelling, H. (1940). The selection of variates for use in prediction, with some comments on the general problem of nuisance parameters. Annuals of Mathematical Statistics, 11, 271-283.
Kaplan, A., Menda-Ben-Yakov, I., & Segal, A. (1999, April). Achievement goals and willingness to collaborate with peers: Are performance- approach goals adaptive? Are task goals enough? Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: the use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
Marachi R., Friedel, J., & Midgley, C. (2001). "I sometimes annoy my teacher during math" Relations between student perceptions of the teacher and dsruptive behavior in the classroom. Paper presented at the annual meeting of the American Educational Research Association in Seattle. WA.
Meece, J. L., Blumenfeld, P. C., & Hoyle. R. H. (1988). Student's goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals, Journal of Educational Psychology, 85, 582-590.
Middleton, M., J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An unexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
Midgley, C., Arunkumar, R., & Urdan, T. (1996). If I don't do well tomorrow, there's a reason: Predictors of adolescents' use of academic self-handicapping behavior. Journal of Educational Psychology, 88, 423-434.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and what cost? Journal of Educational Psychology, 93, 77-86.
Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self- handicapping strategies. Journal of Early Adolescence, 15, 389-411.
Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 82, 539-545.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nien, C. L., & Duda, J. L. (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise, 9, 352-372.
Park, Y. S. (2008). The motivation effect of personal and social identity. 72th Annual Conference of Japan, Psychological Association : Sapporo: Japan.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597.
Philips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82, 792-802.
Pintrich, P. R. (2000). Multiple goals, mutiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom, Advances in motivation and achievement : Goals and self-regulatory processes, 6, 117-160. Greenwich, CT: JAI Press.
Ryan, A. M., Green, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students; acdemic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90, 1-8.
Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goal: The role of competence feedback, Journal of educational Psychology, 97, 320-336.
Stoeber, J., Stoll, O., Pescheck, E., & Otto, K. (2008). Perfectionism and achievement goals in athletes: Relations with approach and avoidance orientations in mastery and performance goals. Psychology of Sport and Exercise, 9, 102-121.
Tajfel, H. (1978). Social categorization, social identity and social comparison. In H. Tajfel(Ed.), Differentiation between social groups: Studies in the social psychology of intergroup relations (pp. 61-76). London: Academic Press.
Van de Walle, D. (2001). Goal orientation: why wanting to look successful doesn't always lead to success. Organizational Dynamics, Vol. 30, No.2.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strateties. In M.. C. Wittrock(Eds.). Handbook of research on teaching. Macmillan.
Wentzel, K. R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13, 4-20.
Wolters, C. A.,(2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and stedent's motivational beliefs and self-regulated learning. Learning and Indevidual Differences, 8, 211-238.
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regluated learning strategies, American Educational Research Journal, 23, 614-628.
Zusho, A., Pintrich, P., & Schnabel, K. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.