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Task-oriented versus competitive learning structures: Motivational and performance consequences

Task-oriented versus competitive learning structures: Motivational and performance consequences,10.1037//0022-0663.76.6.1038,Journal of Educational Ps

Task-oriented versus competitive learning structures: Motivational and performance consequences   (Citations: 42)
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Journal: Journal of Educational Psychology - J EDUC PSYCHOL , vol. 76, no. 6, pp. 1038-1050, 1984
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    • ...Competitive learning environments rely on students doing better than other students, which is in contrast to a task-oriented environment that encourages students to focus on self-improvement by using one's own performance over time as the basis for evaluation (Covington & Omelich, 1984)...

    Helen Stallman. A qualitative evaluation of perceptions of the role of competition in ...

    • ...However, a systematic reanalysis of those studies, using the criteria developed by Hulleman et al. (2010), reveals that only two of those 24 experiments used a normative performance goal, and neither found a difference in achievement between this goal and a mastery goal (Covington & Omelich, 1984; Gianini, Weinberg, & Jackson, 1988)...

    Corwin Senkoet al. Achievement Goal Theory at the Crossroads: Old Controversies, Current ...

    • ...In line with this idea, a great deal of research has shown that, indeed, assessment that emphasizes social comparison (Ames, 1984; Butler, 1987, 2006), the normative component of grading (Butler & Nisan, 1986; Covington, 1992; Covington & Omelich, 1984), and competition (Butler & Kedar, 1990) are all factors that enhance performance goals (for reviews, see Ames, 1992; Brophy, 2004; Maehr & Midgley, 1991; Meece et al., ...

    Céline Darnonet al. Achievement Goal Promotion at University: Social Desirability and Soci...

    • ...Indeed, for years, it has been argued that mastery goals should enhance learning and performance goals should impair it (see Dweck, 1986), and a few studies have demonstrated the expected positive link between mastery goals and learning (Covington & Omelich, 1984; Elliot & McGregor, 1999; Grant & Dweck, 2003, Licht & Dweck, 1984)...
    • ...To be more precise, it has been shown that mastery goals promote learning only for confusing tasks (Licht & Dweck, 1984), tasks on which participants are exposed to failures (Covington & Omelich, 1984), pop exams (considered by authors as a measure of long-term retention, more difficult than mere instrumental learning, Elliot & McGregor, 1999), and exams in a course described by authors as “academically strenuous” (Grant & ...

    Céline Darnonet al. Achievement Goals in Social Interactions: Learning with Mastery vs. Pe...

    • ...However, many studies have failed to find negative effects of performance goals on performance (e.g., Covington & Omelich, 1984; Yates, 2000)...

    Céline Darnonet al. Performance-Approach and Performance-Avoidance Goals: When Uncertainty...

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