Normative and Ability Goals on Loss of Self-Worth and Goal Change Following Negative Feedback

• In Event: Motivation in Education SIG Poster Session: Motivational Processes and Effects

Abstract

We conducted the present experiment to help settle the ongoing debate about potential benefits and dangers of normative and ability performance-approach goals. One-hundred and twenty-two college students were randomly assigned to normative- and ability-goal conditions and received neutral or negative feedback after performing nonverbal reasoning tasks. Contrary to our hypothesis, loss of self-worth after negative feedback was greater among normative- rather than ability-goal students. Compared to those receiving neutral feedback, the normative-goal students after negative feedback maintained their normative approach goals but strengthened their normative avoidance goals. In contrast, the ability-goal students weakened their ability approach goals and maintained their ability avoidance goals after negative feedback. Some of these differences were only marginally significant because of the small sample size.

Authors

• Sungwha Kim, Korea University - Brain and Motivation Research Institute

• Sung-il Kim, Korea University

• Mimi Bong, Korea University