Kenneth E. Barron

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Most contemporary achievement goal conceptualizations consist of a performance goal versus mastery goal dichotomy. The present research offers an alternative framework by partitioning the performance goal orientation into independent approach and avoidance motivational orientations. Two experiments investigated the predictive utility of the proposed(More)
Currently, there is a debate about which types of achievement goals promote optimal motivation. A number of theorists argue for a mastery goal perspective focusing on the adaptive consequences of mastery goals and the maladaptive consequences of performance goals. Others endorse a multiple goal perspective in which both mastery and performance goals can be(More)
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of(More)
Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively(More)
The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spence & R. L. Helmreich, 1983) predicted the goals endorsed.(More)
The types of goals that students adopt in educational settings and the conseque:nce:s of those goals an 2 important educational outcomes-performance and intrinsic motivation-are disciussed. In the case of performance, we briefly review and evaluate a large body of fheory and research conducted by other investigators. In particular, we consider the(More)
The authors examined the role of achievement goals, ability, and high school performance in predicting academic success over students’ college careers. First, the authors examined which variables predicted students’ interest and performance in an introductory psychology course taken their first semester in college. Then, the authors followed students until(More)
Abstinent alcoholics' self-reports of distressing alcohol-associated thoughts and compulsions to drink were evaluated by the Obsessive-Compulsive Drinking Scale (OCDS). Exploratory and confirmatory factor analyses on separate subject samples revealed that subjects' OCDS responses were best described by four correlated dimensions: alcohol obsessions, alcohol(More)
The present research used correlational and experimental methods and two well-established social comparison paradigms to integrate and extend prior research from the achievement goal and social comparison literatures. In Study 1, a general disposition to engage in social comparison was positively correlated with each type of goal in the 2 × 2 model of(More)
Some people become social psychologists because they want to change the world, and others enter the field because they are captivated by theoretical issues and basic research. The social activist depends on basic research, and the basic researcher often tries to extend theory and research into the real world. The trade-offs between basic and applied(More)