Mastering One’s Destiny

  title={Mastering One’s Destiny},
  author={Jane Stout and Nilanjana Dasgupta},
  journal={Personality and Social Psychology Bulletin},
  pages={748 - 762}
We used an achievement goal framework to enhance identity-threatened individuals’ motivation and performance by way of an understudied mechanism, namely, challenge appraisals. In three experiments, women were given a mastery goal (focus on building skills) or a performance goal (perform well, avoid errors) before a mock job interview. Women who focused on mastery rather than performance felt more challenged and less threatened when anticipating an identity-threatening interview; goals did not… 

An experimental investigation of claimed self-handicapping strategies across motivational climates based on achievement goal and self-determination theories

Abstract The purpose of the present experiment was to investigate whether the motivational climates (MCs) drawn from achievement goal and self-determination theories would affect perceived competence

Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade

Although approach forms of achievement goals (mastery and performance goals) have been shown to predict academic achievement in college, recent research underscores that these associations are rather

The Social and Psychological Costs of Peer Review

Research has evolved into a high-stake competition for journal space. This study examines the effects of peer rejections on individual scholars. I propose a transactional framework that organizes

Rising to the challenge: Deep acting is more beneficial when tasks are appraised as challenging.

A within-individual model of deep acting is proposed that the ongoing experience of felt challenge is a within-person boundary condition that moderates deep acting's relationship with emotional exhaustion, and model emotional exhaustion as a mediating mechanism that subsequently predicts momentary job satisfaction and daily customer conflict handling.

A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing

In this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing;

Achieving social change : a matter of all for one?

Recently, there has been a growing interest in not only understanding the processes underlying responses to disadvantage, and ways of reducing prejudice, but also to gain insight into how experiences

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency

Prior studies suggested close correlations among metacognition, mastery goal, and mathematical modelling competency. The present study examines the relationship between metacognition and mastery goal

The Grad Cohort Workshop: Evaluating an Intervention to Retain Women Graduate Students in Computing

Study of the long-term impact of Grad Cohort on women Ph.D. students' dedication to becoming well-known in one's field, giving back to the community, and beliefs that computing skills are innate suggests it may fortify women's commitment to pursuing computing research careers and move the needle toward greater gender diversity in computing.

Investigating the Dynamism of Change in Leadership Identity

Through an in-depth study of an extreme case, we examined how the identity of vertical leaders was impacted by the distribution of leadership and the implementation of shared leadership within teams

Executives and career shocks: observations from coaching practice

PurposeThe study provides practice-based vignettes describing career shocks as experienced by executives. It also offers a brief description of the approaches taken by the coach in helping executives



Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions

Stereotype threat is a situational experience in which an individual feels vulnerable and pressured by the possibility of confirming or being judged by a stereotype. This threatening experience leads

The stereotyped task engagement process: The role of interest and achievement motivation.

Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects

Goals: an approach to motivation and achievement.

A framework in which goals are proposed to be central determinants of achievement patterns was tested, showing the way in which the performance goal-low perceived ability condition produced the same pattern of strategy deterioration, failure attribution, and negative affect found in naturally occurring learned helplessness.

The Interplay among Stereotypes, Performance-Avoidance Goals, and Women's Math Performance Expectations

This project was designed to examine whether and how achievement goals contribute to the effect of gender stereotypes on women's low expectancies for success on math tasks. Study 1 confirmed


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

An integrated process model of stereotype threat effects on performance.

It is argued that stereotype threat disrupts performance via 3 distinct, yet interrelated, mechanisms: a physiological stress response that directly impairs prefrontal processing, a tendency to actively monitor performance, and efforts to suppress negative thoughts and emotions in the service of self-regulation.

[Personal control and stress and coping processes: a theoretical analysis].

  • S. Folkman
  • Psychology
    Kango kenkyu. The Japanese journal of nursing research
  • 1988