A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in ach.ievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performanceavoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. Achievement motivation is a ubiquitous feature of daily life. In the classroom, at the workplace, and on the ballfield individuals strive to be competent in their effortful activities. In the past decade, many theorists have utilized a social-cognitive, achievement goal approach in accounting for individuals' competence-relevant strivings. "Achievement goal" is commonly defined as the purpose of task engagement (Maehr, 1989), and the specific type of goal adopted is posited to create a framework for how individuals interpret, experience, and act in their achievement pursuits (Dweck, 1986; Nicholls, 1989). Achievement goal theorists commonly identify two distinct orientations toward competence: a performance goal focused on the demonstration of competence relevant to others, and a mastery goal focused on the development of competence and task mastery (Ames & Archer, 1987; for similar conceptualizations with different nomenclature see Dweck, 1986; NichoUs, 1984). The adoption of a performance goal is hypothesized to produce susceptibility to a "helpless" pattern of responses in achievement settings (e.g., a preference for easy or difficult tasks, withdrawal of effort in the face of failure, and decreased task enjoyment), whereas the adoption of a mastery goal is presumed to lead to a "mastery" motivational pattern (e.g., a preference for moderately challenging tasks, persistence in the face of failure, and enhanced task enjoyment; Ames, 1992; Dweck & Leggett, 1988; Nicholls, 1989). Most achievement goal theorists conceptualize both perfor

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A hierarchical model of approach and avoidance achievement motivation

Advanced Statistical Methods in Biometric Research.

The Work Preference Inventory (WPI) is designed to assess individual differences in intrinsic and extrinsic motivational orientations. Both the college student and the working adult versions aim to capture the major elements of intrinsic motivation (self-determination, competence, task involvement, curiosity, enjoyment, and interest) and extrinsic motivation (concerns with competition, evaluation, recognition, money or other tangible incentives, and constraint by others). The instrument is scored on two primary scales, each subdivided into 2 secondary scales. The WPI has meaningful factor structures, adequate internal consistency, good short-term test-retest reliability, and good longer term stability. Moreover, WPI scores are related in meaningful ways to other questionnaire and behavioral measures of motivation, as well as personality characteristics, attitudes, and behaviors.

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The Work Preference Inventory: Assessing Intrinsic and Extrinsic Motivational Orientations

Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review

The topic of self-efficacy is part of a broad literature which has developed around the issues of human agency, mastery, and control. Its more delimited focus is on perceptions and assessments of self with regard to competence, effectiveness, and causal agency. Self-efficacy has become an important variable within social psychological research because of its association with various favorable consequences, especially in the areas of physical and mental health. It is also quite congruent with the Western emphasis on such values as mastery, self-reliance, and achievement. This review examines the nature of self-efficacy and related terms, reviews the research literature on the development of self-efficacy and how social structure and group processes affect this development, considers changes of self-efficacy over the life course, and reviews the consequences of self-efficacy for individual functioning and for social change. The focus of the review is on the social psychological literature within sociology, ...

https://www.jstor.org/stable/pdfplus/2083228.pdf

The Social Psychology of Self-Efficacy

The purpose of the present research is to develop a reliable and valid scale to distinguish and measure the three environmental factors of dynamic structural framework, control of workplace decisions, and fluidity in information sharing that are conceptually related to and affect an employee's perception of empowerment. By quantifying the environmental factors that facilitate empowerment through a valid and reliable scale human resource departments will be provided with information that will suggest environmental changes they can implement to improve perceptions of empowerment on the part of employees. Strengths and weaknesses of the scale developed, the organizational empowerment scale, are also discussed.

The organizational empowerment scale

The present study examined the effects of competitive outcome—either a win or a loss—on intrinsic motivation. Winning was hypothesized to facilitate both performance and intrinsic motivation. Fifty-four participants, 29 females and 25 males, competed against a same-gender confederate in a puzzle-solving contest. Following the competition, participants' intrinsic motivation was surreptitiously measured by the amount of time spent playing with the puzzle while alone. Results showed that winning facilitated both actual competitive performance and intrinsic motivation relative to losing. The importance of considering the outcome when predicting intrinsic motivation after competition is discussed.

Steven G. Cole

Papers

The organizational empowerment scale

Motivation and performance: Two consequences of winning and losing in competition

Social Anxiety and Speaker Gaze in a Persuasive Atmosphere

Intrinsic motivation in competition: The intervening role of four individual differences following objective competence information☆

Adding excitement to intrinsic motivation research.