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  • Clarifying the link between mastery goals and social comparisons in classroom settings

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    ChatzisarantisPUB1001.pdf (618.7Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Chatzisarantis, Nikos LD
    Ada, Elif Nilay
    Bing, Qi
    Papaioannou, Athanasios
    Prpa, Nikolas
    Hagger, Martin S
    Griffith University Author(s)
    Hagger, Martin S.
    Year published
    2016
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    Abstract
    Previous experimental studies have documented that competence evaluations are function of social comparison information pertaining to classmates' grades even among mastery-oriented students who are not supposed to base perceptions of competence on social comparisons. This study aimed to replicate this link between mastery goals and social comparisons by using a measure of achievement goals that captured the comparison standards that students intended to adopt in classroom settings. In addition, we examined whether mastery-oriented and performance-oriented students responded differently to social comparisons, particularly ...
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    Previous experimental studies have documented that competence evaluations are function of social comparison information pertaining to classmates' grades even among mastery-oriented students who are not supposed to base perceptions of competence on social comparisons. This study aimed to replicate this link between mastery goals and social comparisons by using a measure of achievement goals that captured the comparison standards that students intended to adopt in classroom settings. In addition, we examined whether mastery-oriented and performance-oriented students responded differently to social comparisons, particularly unfavourable social comparisons with more capable classmates. In a study that aimed to predict perceptions of competence among university students, we showed that mastery-oriented students who intended to adopt self-referenced standards of comparison based perceptions of competence on social comparisons. In addition, response surface analysis supported a “mastery goal advantage” effect whereby mastery goals yielded higher perceptions of competence than performance goals among students who engaged in unfavourable social comparisons. Findings suggest that mastery goals are adaptive not because they motivate students to not engage in social comparisons but because they lead students to respond to unfavourable social comparisons in an adaptive way.
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    Journal Title
    Contemporary Educational Psychology
    Volume
    46
    DOI
    https://doi.org/10.1016/j.cedpsych.2016.04.009
    Copyright Statement
    © 2016 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Psychology
    Publication URI
    http://hdl.handle.net/10072/171853
    Collection
    • Journal articles

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