Articlegreen2006

Mastery and performance goals predict epistemic and relational conflict regulation.

Céline Darnon · Dominique Muller B · Sheree M. Schrager · Nelly Pannuzzo · Fabrizio Butera

173 citations0/0 files storedJournal of Educational Psychology

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Education, Achievement, and Giftedness Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

Abstract

The present research examines whether mastery and performance goals predict different ways of reacting to a sociocognitive conflict with another person over materials to be learned, an issue not yet addressed by the achievement goal literature.Results from 2 studies showed that mastery goals predicted epistemic conflict regulation (a conflict regulation strategy focused on the attempt to integrate both points of view), whereas performance goals predicted relational conflict regulation (a conflict regulation strategy focused on the evaluation and affirmation of self-competence).Study 1 shows these links via direct self-report measures of conflict regulation.Study 2 shows the same links using the amount of competence reported for the self and for the other as subtle measures of conflict regulation.

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References

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Cited by

2007Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals 2009Hidden Profiles and Concealed Information: Strategic Information Sharing and Use in Group Decision Making 2010Toward a More Social Understanding of Achievement Goals 2008Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment 2010On Being Exposed to Superior Others: Consequences of Self‐Threatening Upward Social Comparisons 2010The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

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