Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.
AmesC. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2.
AmesC.AmesR. (1984). Goal structures and motivation. The Elementary School Journal, 85, 39-52.
3.
AmesC.ArcherJ. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
4.
BormanW. C. (1991). Job behavior, performance, and effectiveness. In DunnetteM. D.HoughL. M. (Eds.), Handbook of industrial and organizational psychology (Vol. 2, 2nd ed., pp. 271-326). Palo Alto, CA: Consulting Psychologists Press.
5.
ButlerR. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79, 474-482.
6.
ButlerR. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252.
7.
ButlerR. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726-742.
8.
CorkerK. S.DonnellanM. B.BowlesR. P. (2013). The development of achievement goals throughout college: Modeling stability and change. Personality and Social Psychology Bulletin, 39, 1404-1417.
9.
CronW. L.SlocumJ. W.Jr.VandeWalleD.FuQ. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one’s performance goal. Human Performance, 18, 55-80.
10.
DarnonC.DompnierB.DelmasF.PulfreyC.ButeraF. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119-134.
11.
DarnonC.DompnierB.GilliéronO.ButeraF. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102, 212-222.
12.
DarnonC.HarackiewiczJ. M.ButeraF.MugnyG.QuiamzadeA. (2007). Performance-approach and performance-avoidance goals: When uncertainty makes a difference. Personality and Social Psychology Bulletin, 33, 813-827.
13.
DweckC. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
14.
DweckC. S. (1999). Self-theories: Their role in motivation, personality, and development. New York, NY: Psychology Press.
15.
DweckC. S.LeggettE. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
16.
ElliotA. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
17.
ElliotA. J.ChurchM. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
18.
ElliotA. J.HarackiewiczJ. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
19.
ElliotA. J.McGregorH. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
20.
ElliottE. S.DweckC. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
21.
EmersonR. (1976). Social exchange theory. In InkelesA.ColemanJ.SmelserN. (Eds.), Annual review of sociology (Vol. 2, pp. 335-362). Palo Alto, CA: Annual Reviews.
22.
FlynnF. J. (2003). How much should I give and how often? The effects of generosity and frequency of favor exchange on social status and productivity. Academy of Management Journal, 46, 539-553.
23.
GouldnerA. W. (1960). The norm of reciprocity: A preliminary statement. American Sociological Review, 25, 161-178.
24.
GrantA. M.BerryJ. W. (2011). The necessity of others is the mother of invention: Intrinsic and prosocial motivations, perspective taking, and creativity. Academy of Management Journal, 54, 73-96.
25.
HanzeM.BergerR. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17, 29-41.
26.
HarackiewiczJ. M.BarronK. E.PintrichP. R.ElliotA. J.ThrashT. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
27.
HarackiewiczJ. M.BarronK. E.TauerJ. M.ElliotA. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
28.
HayesA. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
29.
HuangC. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23, 359-388.
30.
HuangC. (2012). Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A Meta-Analysis. Journal of Educational Psychology, 104, 48-73.
31.
HullemanC. S.SchragerS. M.BodmannS. M.HarackiewiczJ. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?Psychological Bulletin, 136, 422-449.
32.
JohnsonD. W.JohnsonR. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
33.
LawlerE. J.ThyeS. R.YoonJ. (2000). Emotion and group cohesion in productive exchange1. American Journal of Sociology, 106, 616-657.
34.
LevontinL.BardiA. (2017). Amity goals: Unveiling a “missing” achievement goal orientation using values. Unpublished Manuscript.
35.
Mesmer-MagnusJ. R.DeChurchL. A. (2009). Information sharing and team performance: A meta-analysis. Journal of Applied Psychology, 94, 535-546.
36.
MidgleyC.KaplanA.MiddletonM. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?Journal of Educational Psychology, 93, 77-86.
37.
MurayamaK.ElliotA. J. (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070.
38.
NichollsJ. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
39.
OwensB. P.BakerW. E.SumpterD. M.CameronK. S. (2015). Relational energy at work: Implications for job engagement and job performance. Journal of Applied Psychology, 101, 35-49.
40.
PayneS. C.YoungcourtS. S.BeaubienJ. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
41.
PintrichP. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
42.
PoortvlietP. M.JanssenO.Van YperenN. W.Van de VliertE. (2007). Achievement goals and interpersonal behavior: How mastery and performance goals shape information exchange. Personality and Social Psychology Bulletin, 33, 1435-1447.
43.
RosethC. J.JohnsonD. W.JohnsonR. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134, 223-246.
44.
RyanA. M.ShimS. S. (2006). Social achievement goals: The nature and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32, 1246-1263.
45.
SenkoC.HarackiewiczJ. M. (2002). Performance goals: The moderating roles of context and achievement orientation. Journal of Experimental Social Psychology, 38, 603-610.
46.
SenkoC.HarackiewiczJ. M. (2005). Regulation of achievement goals: The role of competence feedback. Journal of Educational Psychology, 97, 320-336.
47.
SpillerS. A.FitzsimonsG. J.LynchJ. G.Jr.McClellandG. H. (2013). Spotlights, floodlights, and the magic number zero: Simple effects tests in moderated regression. Journal of Marketing Research, 50, 277-288.
48.
UrdanT. C. (1997). Examining the relations among early adolescent students’ goals and friends’ orientation toward effort and achievement in school. Contemporary Educational Psychology, 22, 165-191.
49.
UrdanT. C.MaehrM. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
50.
UrdanT. C.SchoenfelderE. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349.
51.
Van-DijkD.KlugerA. N. (2004). Feedback sign effect on motivation: Is it moderated by regulatory focus?Applied Psychology: An International Review, 53, 113-135.
52.
VandeWalleD. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57(6), 995-1015.
53.
VroomV. H. (1964). Work and motivation. Oxford, UK: John Wiley.
54.
WentzelK. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
55.
WentzelK. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal of Educational Psychology, 91, 76-97.
56.
WentzelK. R.CaldwellK. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1209.
57.
WentzelK. R.WatkinsD. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31, 366-377.
58.
YeagerD. S.HendersonM.PauneskuD.WaltonG. M.D’MelloS.SpitzerB. J.DuckworthA. L. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107, 559-580.
59.
ZingoniM.CoreyC. M. (2107). How mindset matters: The direct and indirect effects of employees’ mindsets on job performance. Journal of Personnel Psychology, 16, 36-45.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
