Amity goals

Victory with no victims: Amity achievement goals

Liat Levontin

ABSTRACT

In this thesis I propose to expand goal orientation theory. Goal orientation theory

has developed within a social-cognitive framework and focuses on the goals that are

pursued or perceived by individuals in an achievement situation that result in different

patterns of cognition, affect, and behavior (Ames & Archer, 1988; Dweck & Leggett,

1988; Nicholls, 1984). The theory initially described two achievement goals: Mastery

goal, the goal to develop competence by acquiring new skills and developing mastery

in new situations; and performance goal, the goal to demonstrate competence or to

avoid the demonstration of lack of competence by approaching positive judgments from

others and avoiding negative ones. Several scholars have advocated that goal

orientation is better conceptualized as a three factor construct. They provided

theoretical explanations and empirical evidence that performance goals focused on

positive outcomes (approach motivation) have very different effects than performance

goals focused on negative outcomes (avoidance motivation) and should thus be

separated to performance-approach goals and performance-avoidance goals (Elliot &

Church, 1997; Midgley et al., 1998; VandeWalle, 1997). Both the newer and the former

conceptualizations of goal orientation theory relate to competence as the one most

relevant need in achievement situations. In this work, I suggest that relatedness needs

may be relevant as well.

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In the first part, I suggest that goal orientation theory may be better

conceptualized as a two dimensional space in which mastery goals and performance-

avoidance goals are interpreted on the continuum of the competence dimension whereas

performance-approach goals are interpreted on another dimension. Studies 1-3 support

this suggestion.

Study 1 (N = 122) tested the structure of goal orientations in an attempt to

uncover a circumplex structure, if one exists, by employing a Smallest Space Analysis

(SSA, Guttman, 1968), a nonmetric multidimensial analysis, on two existing academic

goal orientation questionnaires (Elliot & McGregor, 2001; VandeWalle, Cron, &

Slocum, 2001). The results support the hypothesis that mastery and performance-

avoidance goals are represented on the continuum of one dimension, the competence

dimension, while performance-approach goals are better interpreted on the continuum

of another dimension.

Study 2 (N = 782) replicated the findings of Study 1 with two existing work goal

orientation questionnaires (Button, Mathieu, & Zajac, 1996; VandeWalle, 1997).

Furthermore, this Study tested the hypotheses that values may serve as antecedents of

goal orientations. Indeed, a unique pattern of relations between goal orientations and

the dimensions of Schwartz' values theory (Schwartz, 1992) was found such that each

of the three goal orientations was positively correlated with one higher order value,

negatively correlated with the opposite conflicting higher order value and not correlated

with the other dimension's two higher order values.

Study 3 (N = 122) further supported the structure of goal orientations and also

supported the hypothesis that the relations between goal orientations and values are

stable over time. The relations between goal orientations and values measured a few
 Amity goals
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months apart replicated the relations found in Study 2 when goal orientations were

measured immediately after values were reported.

In the second part, I present a new achievement goal – amity goal and a four goal

orientations model (FGOM). I suggest that the two most relevant needs in achievement

situations are competence and relatedness, and that these needs are independent of one

another. Competence and relatedness are thus the basis of a two dimensional goal

orientations model. Amity goal is the goal to increase relatedness, cooperate with

others, help others to succeed, and develop and improve relations with others. Amity

goals are better interpreted on the relatedness dimension, and performance-approach

goals, or contest goals as I suggest calling them, are also better interpreted on this

dimension. Studies 4-5 were conducted to support theses suggestions.

Study 4 (N = 635) tested the four goal orientations model. Amity items were

developed and added to the goal orientation questionnaire and data was analyzed with

confirmatory factor analysis, SSA, and correlations with values. The confirmatory

factor analysis supported the four goals model. The SSA analysis further supported a

two dimensional structure in which mastery and performance-avoidance goals represent

two ends of one dimension, the competence dimension, whereas contest and amity

goals represent another dimension, the relatedness dimension. The Four Goal

Orientations Model (FGOM) was further supported by analyzing the relations between

each of the four goal orientations with values. Each goal presented a unique pattern of

correlations with values in the hypothesized directions such that each of the four goal

orientations had positive correlations with one motivational type of values, negative

correlations with the opposed motivational type of values and no correlations with the

type of values that belong to the other motivational axis.

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Study 5 (N = 430) further corroborated FGOM structure. The structure found in

Study 4 was replicated albeit Studies 4 and 5 were different in their research

populations (Israeli students, Americans with work experience), language of research

items (Hebrew, English), goal orientation domain (school, work) and goal orientation

items.

In the third part, Studies 6-8, I present a nomological network for FGOM. In these

studies I tested the relations between each of the four goal orientations and other

motivational and personality constructs: Basic needs, attachment styles, and the Big-5

personality traits. This part builds a better picture of what amity goals are. Specifically,

individuals with high amity goals value benevolence and universalism over power and

achievement (Study 4) are motivated by relatedness needs rather than competence and

autonomy needs (Study 6, N = 178), are low on the avoidance dimension of attachment

(Study 7, N = 208), and are high on agreeableness and emotional stability (Study 8, N =

240).

In the fourth part, I present some of the many possible consequences of FGOM.

Studies 9-10 test changes in motivation following failure and present the advantages of

using a two dimensional model to study achievement motivation following failure.

Manipulating a combination of two goal orientations, one from each dimension,

revealed that amity goals may immune individuals with performance-avoidance goals

from the detrimental effects failure.

Study 9 (N = 182) tested student's motivation following failure. A beneficial

effect of amity goals on motivation following failure above and beyond the known

effect of mastery goals was hypothesized. Participants were randomly assigned to one

of four conditions in a 2 (competence) X 2 (relatedness) experimental design. In each of

the conditions participants read a scenario that described failure in an academic class.
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The results revealed that following failure, it is the combination of mastery and amity

goals that yielded the highest level of motivation and may relate to the mastery-oriented

pattern documented by Dweck (1999). In addition, the combination of performance-

avoidance and contest goals yielded the lowest level of motivation and may relate to the

helpless pattern. Thus, this study demonstrated a beneficial effect of amity goals on

response to failure above and beyond the known effect of mastery goals.

Study 10 (N = 112) tested student's motivation following failure in a real task.

Participants were randomly assigned to one of four conditions in a 2 (competence) X 2

(relatedness) experimental design. Following the experimental manipulations, each

participant worked on a task that demanded creativity and received bogus negative

feedback. The hypothesized immunity effect was found in this Study, namely, the

motivation following failure in task performance was higher when performance-

avoidance goals were coupled with amity goals than when they were coupled with

contest goals.

Finally, the results of the first 8 studies were meta-analyzed and despite the

existence of moderators, the results support the suggested structure of FGOM.

Taken together, the 10 studies presented here suggest that achievement motivation

may be better understood by considering the relatedness as well as the competence

dimensions of achievement goals.

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Introduction
Achievement motivation is significant to our every day lives at work, school, and

sports. Success is important in achievement situations because of the rewards it may

carry. Yet, only a few can obtain such rewards: Not everyone can be promoted and get

a large bonus at work, few receive "A" grades at school, and very few receive the gold

medal in sports. Thus, competition is inherent to achievement situations. Paradoxically,

pursuing success in achievement situations may not necessarily lead to success

(VandeWalle, 2001). Indeed, people who pursue mastery goals, that is to increase one's

competence, usually demonstrate superior performance over people who pursue

performance-avoidance goals, that is to avoid showing evidence of incompetence

(Elliot & Dweck, 2005). Do all individuals hold contest goals in achievement

situations? Is contest the only path to superior performance? This thesis suggests that

Amity goals are also pursued in achievement situations, and may affect emotions,

motivation and successful performance in ways not predicted by goal orientation

theory.

Goal orientation theory

Achievement goals theory has developed within a social-cognitive framework

and focuses on the goals that are pursued or perceived by individuals in an achievement

situation that result in different patterns of cognition, affect, and behavior (Ames &

Archer, 1988; Dweck & Leggett, 1988; Nicholls, 1984). The theory describes two

achievement goals: The goal to develop competence by acquiring new skills and

developing mastery in new situations (variously named as task goal, learning goal, or

mastery goal), and the goal to demonstrate competence or to avoid the demonstration of

lack of competence by approaching positive judgments from others and avoiding

negative ones (variously named as ability goal, ego goal, or performance goal). These

goals differentially influence the way individuals perceive achievement situations:

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Individual who hold a mastery goal tend to perceive achievement situations as

opportunities to learn new skills, to develop and improve one's capabilities, while

individuals who hold a performance goal tend to perceive achievement situations as

tests of one's abilities and skills.

The orientation toward either mastery goals or performance goals is an

identifiable chronic trait but can also be influenced by situational factors. The chronic

orientation is determined by one's implicit theory of intelligence (Dweck & Leggett,

1988). Specifically, people who hold an incremental theory of intelligence, that is,

believe that intelligence and other capabilities are increasable, tend toward mastery

goals, while people that hold an entity theory of intelligence, that is, believe that

intelligence and other capabilities are relatively fixed, tend toward performance goals.

The situational orientation can be influenced by several interventions (Dweck &

Leggett, 1988). Specifically, mastery goals can be induced by praise for effort, a focus

on attaining competence and task involvement, whereas performance goals may be

induced by praise for intelligence, low expectancies to succeed and information on how

well one performs in comparison to others (Dweck & Leggett, 1988).

Each goal orientation has different consequences. People who hold mastery goals

are willing to take the risk of making an error for the purpose of learning. They also

prefer to perform difficult, challenging and new tasks, rather than repeat a familiar task.

Conversely, people who hold performance goals tend to sacrifice learning opportunities

that involve the risk of making errors. They also prefer to perform familiar tasks in

which they feel “safe” as not to make errors, and are reluctant to choose difficult tasks

(Elliott & Dweck, 1988). Mastery goals elicit enjoyment, optimism and intrinsic

interest (Butler, 1987; Dweck, 1986; Dweck & Leggett, 1988), whereas performance

goals elicit helplessness, negative affect, anxiety and stress (Dweck & Leggett, 1988).
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This theory was supported empirically in different domains such as school

(Butler, 2006; Hidi & Harackiewicz, 2000; Middleton & Midgley, 2002), work (Brett

& VandeWalle, 1999; Button et al., 1996; Lin & Chang, 2005), and sports (Boyd &

Kim, 2007; Tod & Hodge, 2001). However, accumulating data yielded inconsistencies

regarding the consequences of performance goals. To give just one example, Midgley

et al. (1998) describe a large number of studies that found that mastery goals were

positively associated with academic self-efficacy, while performance goals were

sometimes related positively, sometimes negatively, and sometimes unrelated to

academic self-efficacy. It was suggested then, that performance goals involve more

than one motivation and should thus be separated into performance-approach goals and

performance-avoidance goals.

A three goal orientations model

Several scholars have advocated that goal orientation is better conceptualized as a

three factor construct. They provided theoretical explanations and empirical evidence

that performance goals focused on positive outcomes (approach motivation) have very

different effects than performance goals focused on negative outcomes (avoidance

motivation) and should thus be separated to performance-approach (also named ability-

approach, proving) goals and performance-avoidance (also named ability-avoid) goals

(Elliot & Church, 1997; Midgley et al., 1998; VandeWalle, 1997). Thus, a three goal

orientations model was introduced: Mastery goals (develop competence), performance-

approach goals (demonstrate competence), and performance-avoidance goals (avoid the

demonstration of lack of competence).

Studies overview
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In this thesis I present a further theoretical development of goal orientation

theory. The thesis is built of four parts; each part is supported by empirical data.

In the first part I suggest that goal orientation theory is better conceptualized as a

two dimensional space in which mastery goals and performance-avoidance goals are

best interpreted on the continuum of the competence dimension whereas performance-

approach goals may be better interpreted on another dimension. Studies 1-3 support this

suggestion. I use Smallest Space Analysis (SSA) and present the unique pattern of

relations between goal orientations and the dimensions of Schwartz' values theory

(Schwartz, 1992) to show the dimensionality of goal orientations.

In the second part I present a new goal orientation – amity goals and a four goal

orientations model (FGOM). I suggest that the two most relevant needs in achievement

situations are competence and relatedness, that amity goals are better interpreted on the

relatedness dimension, and that performance-approach goals, or contest goals as I

suggest to call them, are also better interpreted on this dimension. Studies 4-5 were

conducted to support theses suggestions.

The third part, Studies 6-8, build a nomological network for FGOM. In these

studies I test the relations between each of the four goal orientations and other

motivational and personality constructs: Basic needs, attachment styles, and the Big-5

personality traits.

Finally in the fourth part I present some of the many possible consequences of

FGOM. Studies 9-10 test changes in motivation following negative feedback. In this

part I present the advantages of using a two dimensional model to study achievement

motivation following negative feedback.

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Chapter 2 - A four goal orientations model

The results of Studies 1-3 hint at the existence of a fourth goal orientation. The

SSA maps all three studies (see Figures 1 & 3) had empty space in them opposite the

performance-approach items suggesting the existence of a goal orientation that was not

measured. A concept like goal orientation may be studied in terms of the conceptual

components that make it up, in much the same way as a continent can be explored in

terms of its geographical regions (Shye et al., 1994). The set of variables in each of the

maps include goal orientation items that are a sample of the goal orientation concept.

The map revealed an unexplored region of the goal orientation concept, a region that

was not represented by any item from the goal orientation questionnaires used, and

thus, in the following studies I added to the item sample of goal orientation new items

which may enable to uncover and define the entire goal orientation concept space.

Also, Studies 2 & 3 (see Figures 4 & 5) presented three different patterns of

correlations between goal orientations and values. Three of the higher order values

positively correlated with one of the goal orientations while the fourth higher order

value, self-transcendence (universalism and benevolence), was not related positively to

any of the goal orientations. Values are organized in a two dimensional space

(Schwartz, 1992, see Figure 2). One dimension contrasts higher order openness to

change and conservation value types and as showed in Studies 2 & 3 may serve as

antecedent to mastery and performance-avoidance goals. The second dimension

contrasts higher order self-enhancement and self-transcendence value types and as

showed in Studies 2 & 3 may serve as antecedent of only performance-approach goals.

The empty space in the SSA map may represent a goal that its antecedents may be self-

transcendence values, that is, a goal that may be positively correlated with self-

transcendence values and negatively correlated with self-enhancement values. The

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pattern of relations between values and goal orientations brings us to suggest that the

second relevant dimension to achievement motivation, other than competence needs is

the dimension of relatedness needs.

Competence is presented as the core need of achievement motivation (Elliot &

Dweck, 2005). I suggest that achievement situations may also enable the fulfillment of

the need for relatedness. More than one theory other than values theory support the

suggestion that the combination of competence and relatedness needs better explain

motivation and behavior than competence needs alone. Self-determination theory (Ryan

& Deci, 2000) for example defines autonomy, competence and relatedness, the need to

feel belongingness and connectedness with others, as the three basic needs. The need to

belong is considered a fundamental human motivation (Baumeister & Leary, 1995).

Attachment theory (Mikulincer & Shaver, 2003) also suggests the existence of two

central systems, the attachment system that exists to bring the infant into close

proximity with its caregiver (relatedness) and the exploration system that exists to drive

the infant to learn about the environment (competence). From another world of content,

the stereotype content model also suggests two primary dimensions of stereotypes

content, competence and warmth, in which competition predicts low warmth (Fiske,

Cuddy, Glick, & Xu, 2002). Therefore, I believe that relatedness needs play a role in

achievement situations and are also translated to achievement goal orientations.

To explore whether relatedness needs can be detected in currently used

performance-approach items performance-approach items from several goal orientation

questionnaires were examined. Indeed, many of the items used to operationalize

performance-approach (normative) goals fit the relatedness dimension. For example,

Grant & Dweck's (2003) normative goals' items all include contest components (e.g.

"…do well in my courses compared to others." "…confirm that I am more intelligent

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than other students."; bold typeface added). Elliot & McGregor, (2001) used three

items to measure performance-approach goals: "It is important for me to do better

than other students", "My goal in this class is to get a better grade than most of the

other students", and "It is important for me to do well compared to others in this

class". These items although originally developed to measure the need to appear

competent in the eyes of others share a common theme, above and beyond, what these

items were developed to measure. This theme I believe is contest, wanting to

outperform others, not only to appear competent in their eyes.

Contest I suggest is a goal orientation on the continuum of the relatedness

dimension, thus, from now on, I use the term contest goals and not performance-

approach goals to emphasize that contest goals better fit the relatedness dimension. But

contest is only one alternative to relate to others in achievement situations. Another

alternative to relate to others may be to increase relatedness via, I suggest, Amity goals.

Amity goal orientation is the goal to increase relatedness, cooperate with others,

help others to succeed, and develop and improve relations with others. Whereas contest

goal orientations represent wanting to outperform others and working against others to

win, amity goals are about striving with others toward task accomplishment.

Indeed, the importance of relatedness in achievement situations was noted in

adolescence goal orientation research. For example, Wentzel and colleagues (Wentzel,

1998, 1999; Wentzel & Caldwell, 1997; Wentzel & Watkins, 2002) provide insights

into ways in which students' multiple social and academic goals might influence their

academic accomplishments. Urdan & colleagues (Urdan, 1997; Urdan & Maehr, 1995;

Urdan & Schoenfelder, 2006) claimed that mastery and performance goals are

insufficient to explain student behavior and suggested that a consideration of social

goals is necessary for a fuller understanding of motivation and achievement in school

 Amity goals
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settings. Finally, higher achievement of adolescents at school was found to be

associated with cooperative rather than competitive or individualistic goal structures

(Ames & Ames, 1984; Roseth, Johnson, & Johnson, 2008). Roseth et al. (2008)

suggested that this differential effect of goal structures on achievement, corroborates

the research on goal orientations such that cooperative goal structure overlap with

mastery goals whereas competitive goal structure overlaps with performance goals. I

tend to agree with the latter, that performance-approach goals overlap with competitive

goal structure but not with the former. Rather, I propose that the adaptive effect of

cooperation-mastery over competition-performance suggested by Roseth et al. (2008)

is not due to an overlap between mastery goals and cooperative goal structure, but

rather due to the belonging of these two goals to two independent dimensions and thus

to their being simultaneously and independently activated.

Studies overview

Studies 1-3 established goal orientation theory as a two dimensional theory.

Mastery and performance-avoidance goals are best interpreted on the continuum of the

competence dimension while contest goals are better interpreted on the relatedness

dimension. In the next two studies amity goal orientation is presented, a new goal

orientation that belongs to the relatedness dimension. In these studies I show that in a

two dimensional space, mastery goal items emerge opposite to performance-avoidance

items whereas contest goal items emerge opposite to amity items. The empty space

found in Studies 1-3 will be filled by amity items. Study 4 also shows that amity goals

fill up the picture of the relations between goal orientations and values such that amity

goals are positively related to self-transcendence values and are negatively related to

self-enhancement values. In other words, each of the four higher order values is now
 Amity goals
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positively related to one goal orientation, negatively related to the other goal orientation

from the same dimension (competence or relatedness), and is not related to the two

other goal orientations from the other dimension.

Study 4

Based on previous results I proposed that contest (performance-approach) goals

and amity goals belong to the relatedness dimension. In this study I test the suggestion

that the conflict between self-enhancement and self-transcendence values described by

Schwartz values theory is represented in achievement situations by the conflict between

competing with others in order to outperform them – contest goals, versus cooperating

and promoting the welfare of others in order to achieve better results for all – amity

goals.1

Thus I hypothesize (also see last column in Table 2):

H1: In a two dimensional space mastery goal items will emerge opposite to

performance-avoidance items whereas contest (performance-approach) goal items will

emerge opposite to amity items.

H2: Amity goals will be positively correlated with universalism and benevolence

values, negatively correlated with achievement and power values, and not correlated

with other values.

1
Recent research applied achievement goals to the social domain: Social achievement goals (Ryan &
Shim, 2006) and friendship goals (Elliot, Gable, & Mapes, 2006). These two models deal with social
competence in social situations. Our model suggests combining relatedness and competence needs into
one model of achievement.
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Method

Participants & procedure

A total of 635 University students (39.8% woman, mean age = 23.98 years) were

asked to report their values and then to report their goal orientations in return for course

credit or a small amount of money (~ 2$). 35 participants who failed to follow the

instructions of the values questionnaire were eliminated from the analyses.

Instruments

Goal orientations including Amity goals. Goal orientations were measured as in

Study 1 with the addition of 10 amity goal orientation items (see Appendix A) that were

developed and added to the questionnaire culminating with a 34-item questionnaire.

Amity items were developed to measure cooperation with others, the will to help others

to succeed, and the will to develop and improve relations with others. Also, items were

developed to resemble as much as possible in style, warding, length etc. the other goal

orientation items. Examples of items are, "It is important for me that my best friends

will do as well as I do"; "A course that requires cooperation with others in exercises,

home work etc. is more enjoyable for me"; "To be honest, I prefer studying with others

than studying alone".

Values. Values were measured with a 44-item version of Schwartz Value Survey

(SVS, Schwartz, 1992) as in Studies 2 and 3.

Results

Confirmatory factor analysis

A principal-components analysis using Promax rotation and restricting the

solution to four factors yielded the expected pattern matrix. Promax rotation was used

because of the documented negative correlation between mastery and performance-

avoidance goals. Factor 1 contains all performance approach items. Factor 2 contains
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all amity items. Factor 3 contains all performance-avoidance items except for one item

("My goal for this class is to avoid performing poorly compared to the rest of the

class") from the Elliot & McGregor 2001 scale that did not load on any of the factors.

Factor 4 contains all mastery items (see Table 3).

Table 1 : Principal-component confirmatory factor analysis with item loadings

Promax Rotation
Goal item type Item no. 1 2 3 4
Elliot & McGregor 2001, Mastery 1 .84
11 .78
15 .76
Vadewalle, Cron & Slocum, 2001, Mastery (Learning) 2 .62
4 .64
6 .46
8 .50
Elliot & McGregor 2001, Performance-avoidance 3
13 .49
25 .56
32 .78
33 .74
34 .74
Vadewalle, Cron & Slocum, 2001, Performance-avoidance 18 .56
22 .71
24 .52
26 .48
Amity 5 .68
9 .61
17 .71
20 .48
21 .75
23 .52
27 .76
28 .70
30 .61
31 .75
Elliot & McGregor 2001, Performance-approach 7 .77
19 .74
29 .74
Vadewalle, Cron & Slocum, 2001, Performance-approach (proving) 10 .80
12 .68
14 .86
16 .85
Note. All loadings above .45 are shown.

This analysis revealed that consistent with my expectations amity goals are a

distinct construct, participants clearly distinguished between amity goals and other goal
 Amity goals
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orientations. Participants did not distinguish however between items measuring the

same goal orientations that originated from different questionnaires.

Structure Analyses

To test the structure of the suggested four goal orientations model (FGOM), and

uncover a circumplex structure if one exists, HUDAP was employed for an SSA

analysis (see Figure 6). The Coefficient of Alienation (COA) was .12, indicating that

two dimensions are sufficient to recover the correlation matrix. As expected, four

separate groups of items emerged, representing the two dimensions proposed.

Replicating Studies 1 through 3, all items measuring mastery goals were grouped

together on the top left side of the SSA map, opposing all items representing

performance-avoidance goals. Contest (performance-approach) items emerged on the

top right side. As hypothesized, amity items were grouped together (on the bottom left

of the map) opposite the contest items. The separation to four regions was almost as

hypothesized (SI = .99) such that 33 of the 34 items emerged in the hypothesized area.
 Amity goals
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Figure 1: An SSA map of 34 academic related goal orientation items (Elliot &
McGregor, 2001; VandeWalle et al., 2001) and amity items developed by us,
COA = .12

Note. el = Elliot & McGregor mastery-approach items, ea = Elliot & McGregor performance-avoidance
items, ep = Elliot & McGregor performance-approach items, vl = Vandewalle mastery items, va =
Vandewalle performance-avoidance items, vp = Vandewalle performance-approach items, am = amity
items.

Correlation analyses

The four clusters of goal items (see Figure 6) were used to build mastery (7 items,

α = .79), contest (7 items, α = .90), performance-avoidance (8 items, α = .86) and

amity (10 items, α = .86) indexes. As in Study 2 centered each person’s responses were

employed on his or her own mean.

Figure 7 presents the correlations between goal orientations and values. As

hypothesized amity goals had a unique pattern of correlations with values. Specifically,
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amity goals positively correlated with benevolence (r = .27, p<.01) values and

universalism (r = .16, p<.01) and, negativity correlated with power (r = -.24, p<.01) and

achievement (r = -.21, p<.01) values. Also as expected amity goals were not correlated

with security, conformity, tradition, stimulation and hedonism values. An unexpected

negative correlation was found between amity goals and self-direction values (r = -.11,

p<.01).

The integrated hypothesis specified that the correlations between amity goals and

the whole set of 10 values would follow the motivational circle of values from

benevolence and universalism (most positive) in both directions around the circle to

achievement, and power (most negative, see Table 2). A correlation of .88 (p < .01)

between the predicted and observed order of correlations supported the integrated

hypotheses. Only the correlation with self-direction deviated from the predicted circular

order.
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Figure 2: Correlations between academic related goal orientations and values
(5=600)
0.4

0.3

0.2

Correlations
0.1

0
pow ACH HED ST SD UN BE TR CO SEC

-0.1

-0.2

-0.3

Values

avoid mastery amity contest

Note. pow=power, ach=achievement, hed=hedonism, st=stimulation, sd=self direction,

un=universalism, be=benevolence, tr=tradition, co=conformity, sec=security, avoid=performance-
avoidance goals, mastery=mastery goals, amity = amity goals, contest=performance-approach goals.

Contest (performance-approach) goals had, as hypothesized, the opposing pattern

of correlations with values. Specifically, replicating the results of Studies 2 & 3, contest

goals positively correlated with power (r = .29, p<.01) achievement (r = .17, p<.01) and

hedonism values (r = .12, p<.01) and negatively correlated with benevolence (r = -.27,

p<.01) and universalism values (r = -.07, n.s.). Also as expected contest goals were not

correlated with stimulation, self-direction, conformity, tradition and security values.

A correlation of .90 (p < .01) between the predicted and observed order of

correlations between contest goals and values supported the integrated hypotheses.

Finally, the correlation between amity goals' correlations with values and contest goals'

correlations with values was high and negative (r = -.92, p<.01) in line with the

hypotheses that amity and contest goals represent two ends of one axis.
 Amity goals
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The correlations between mastery goals' correlations with values and

performance-avoidance goals' correlations with values was high and negative (r = -.83,

p<.01) replicating the results of Studies 2 and 3 and in line with the hypotheses that

mastery and performance-avoidance goals represent two ends of one axis.

Discussion

The four goal orientations' SSA map revealed a two dimensional structure in

which mastery and performance-avoidance goals represent two ends of one dimension,

the competence dimension, whereas contest and amity goals represent another

dimension, the relatedness dimension. The Four Goal Orientations Model (FGOM) was

further established by analyzing the relations between each of the four goal orientations

with values. Each goal presented a unique pattern of correlations with values in the

hypothesized directions (see Table 4). Specifically, each goal orientation had positive

correlations with one motivational type of values, negative correlations with the

opposed motivational type of values and no correlations with the type of values that

belong to the other motivational axis.

Table 2: Values as antecedents of goal orientations

Goal Mastery Performance Contest Amity

orientations goals avoidance goals goals
goals
Values Openness to change: + - 0 0
(Schwartz, Self direction &
1992) Stimulation
Conservation: - + 0 0
Security, Conformity &
Tradition
Self Enhancement: 0 0 + -
Power & Achievement
Self Transcendence: 0 0 - +
Universalism &
Benevolence
Note. + = positive relations; - = negative relations; 0 = no relations.
 Amity goals
22
Chapter 3 - 5omological network

The relations between values and goal orientations were established such that

each goal orientation relate differentially to values. I expect to find that each goal

orientation relates differentially to other constructs as well. Testing these relationships

serves to clarify the nature of the goal orientation constructs in the context of a larger

nomological network, that is, the nature of each construct can be more fully understood

by examining the association of that construct with other relevant constructs.

Studies overview

In the following studies the relations between the four goal orientations and other

constructs is tested: Basic needs (Study 6), attachment styles (Study 7) and the five

factor model of personality traits (Study 8).

These three constructs were chosen for several reasons. First, all these constructs

are theories that have the potential to explain differently competence related goal

orientations and relatedness related goal orientations. Other constructs such as implicit

theories of intelligence, perceived ability or need for achievement (see Table 1) are

antecedents of competence related goal orientations (mastery and performance-

avoidance) but there is no theoretical basis to think that these constructs can well

explain relatedness related goal orientations. On the contrary, as I suggested, the lack of

a theory for the antecedents of contest (performance-approach) goals is at least to some

extent the result of the assumption that performance-approach goals are competence

related goals. Three theories that have the potential to explain both competence and

relatedness goal orientations were thus chosen. Second, the three chosen theories

represent three different self constructs – needs, traits and self-processes. Finally, the

chosen antecedents represent different levels of previous research of the relations

 Amity goals
23
between them and goal orientations. First are basic needs, which were not previously

related to goal orientations, then attachment styles, which were related to goal

orientations in only a few studies, and finally the five factor model of personality traits,

which were widely related to goal orientations in many studies.

Study 6

The purpose of this Study was to test the relations between the four goal

orientations model (FGOM) and basic needs. Self-determination theory (SDT, Deci &

Ryan, 2000) proposes that an understanding of human motivation requires a

consideration of innate psychological needs for competence, autonomy, and

relatedness. Competence needs are related to goal orientations (e.g., Cury, Elliot, Da

Fonseca, & Moller, 2006; El-Alayli, 2006; Van Yperen, 2006). Past research has shown

that relatedness needs may also somewhat influence goal orientations (Pomerantz,

Grolnick, & Price, 2005). Some studies investigated the relations between perceived

achievement motivational climate (emphasis on mastery or performance goals) and

basic needs in the sports achievement domain. It was found that mastery (named "Task

involving") climate was positively related to perceived competence, autonomy and

relatedness while performance (named "Ego involving") climate was negatively related

or not related to perceived competence, autonomy and relatedness (Reinboth & Duda,

2006; Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002; Standage, Duda, &

Ntoumanis, 2003). The task-involving climate items reflect a sense that cooperative

learning is encouraged, that each player has an important role on the team, and

effort/improvement are emphasized. In other words, this measure may include both

mastery and amity items and thus was related as one may expect to the three basic

needs suggested by SDT. Ego-involving items reflect a sense that mistakes are
 Amity goals
24
punished, that recognition by the coach is reserved for the most talented athletes, and

that a feeling of intra-team rivalry exists among players in the team. In other words this

measure may include both performance-avoidance and contest goals and thus was

related as one may expect, yet negatively, to the same three basic needs.

To my best knowledge the three basic needs were not considered as antecedents

of goal orientations in past research. That is probably since it was assumed that

competence is the underlying need of goal orientations (Elliot & Dweck, 2005) and

relatedness needs were not expected to influence on goal orientations. This may be true

when mastery and performance-avoidance goals are considered, but it is not the case

when amity goals are considered as well. Therefore, I wish to suggest a comprehensive

model of needs and goal orientations.

Specifically, I hypothesize that:

H1: Mastery (performance-avoidance) goals are positively (negatively) related to

competence and autonomy needs and are not related to relatedness needs.

H2: Amity (contest) goals are positively (negatively) related to relatedness needs

and are not related to competence and autonomy needs.

Method

Participants & procedure.

A total of 178 Hebrew University students (43.4% woman, mean age = 22.6

years) were asked to report their basic needs and their goal orientations in return for

course credit.

Instruments.

Goal orientations. Goal orientations were measured as in Study 4.

Basic !eeds. Basic needs were measured with the General Need Satisfaction

Scale (Gagné, 2003), translated to Hebrew. Respondents indicated on a scale from 1

 Amity goals
25
(not true at all) to 7 (definitely true) the extent to which the psychological needs of

autonomy (7 items, α = .64), relatedness (8 items, α = .78), and competence (6 items, α

= .70) are generally satisfied in their life. Examples of items are, “I generally feel free

to express my ideas and opinions” (autonomy), “I consider the people I regularly

interact with to be my friends” (relatedness), and “Most days I feel a sense of

accomplishment from what I do” (competence).

Results

Tiered simultaneous regression analyses were conducted to examine the relations

between basic needs and goal orientations. Each regression equation included the three

basic needs (See Table 5).

Table 3: Standardized Coefficients and R Squares for goal orientations by basic

needs

Basic Needs Goal Orientations

Mastery Performance Contest Amity

avoidance
Model 1 Competence .34** -.29** .01 .04

Model 2 Competence .25** -.08 .14 .01

Autonomy .18* -.42** -.25** .06

Model 3 Competence .25** -.11 .14 -.08

Autonomy .17* -.45** -.23* -.09

Relatedness .02 .10 -.04 .45**

R2 .14 .22 .05 .16

Note. *p<.05, **p<.01

 Amity goals
26
Competence was as hypothesized a positive predictor of mastery goals (β = .25)

and a negative predictor of performance-avoidance goals (β = -.11). Most importantly

and as hypothesized, competence needs did no predict either amity or contest goals (β =

-.08, .14 respectively).

Autonomy was as hypothesized a positive predictor of mastery goals (β = .17),

and a negative predictor of performance-avoidance goals (β = -.45). Also as

hypothesized autonomy did not predict amity goals (β = -.09). Not as hypothesized,

autonomy needs were a negative predictor of contest goals (β = -.23).

Relatedness was as hypothesized a positive predictor of amity goals (β = .45) and

as hypothesized did no predict either mastery or performance-avoidance goals (β = .02,

.10 respectively). Not as hypothesized, relatedness needs did not predict contest goals

(β = -.04).

Discussion

The results of study 6 support the suggested FGOM's two dimensional structure.

Mastery and performance-avoidance goals were suggested to be better interpreted on

the competence dimension. Indeed, mastery goals were positively related to

competence needs, performance-avoidance goals were negatively related to competence

needs whereas amity and contest goals were not related to competence needs. It seems

that the assumption that competence is the core of achievement motivation is only

partially true.

Amity and contest goals were both suggested to be better interpreted on the

relatedness dimension. Indeed, amity goals were positively related to relatedness needs.

Contest goals on the other hand, along with mastery and performance-avoidance goals

were not related to relatedness needs. Unlike with competence and autonomy needs, no
 Amity goals
27
goal orientation is negatively related to relatedness needs. This result may suggest that

individuals with high contest goals do not feel unconnected to others.

Autonomy needs predicted three of the four goal orientations. Autonomy

concerns whether a goal reflects an individual's interests and personal values versus

whether it is adopted because of social pressures or expectations of what an individual

"should do" (Koestner, 2008). Thus, as hypothesized, autonomy was positively related

to mastery goals that reflect self-direction and stimulation values (Studies 2, 4) and

negatively related to performance-avoidance goals that reflect conformity, tradition and

security values (Studies 2, 4). Autonomy was also negatively related to contest goals a

relation that was not predicted. The relations between contest goals and values can be

used for a post-hoc explanation of these relations. Specifically, contest goals reflect

power and achievement values (Studies 2, 4) values that are related to social

expectations and thus should be negatively related to autonomy needs.

After establishing the relations between FGOM and basic needs, a relation that

was not studied before, I move next to study the relations between FGOM and

attachment styles. The relations between goal orientations and attachments styles were

studied in the past, in few studies.

Study 7

The purpose of this Study was to test the relations between the four goal

orientations model (FGOM) and attachment. Adult attachment may be conceptualized

in terms of two underlying dimensions – the avoidance dimension and the anxiety

dimension (Fraley & Shaver, 2000). The avoidance dimension is concerned with the

degree, to which a person feels uncomfortable depending on and being close to others.

Individuals high on this dimension undervalue the importance of relationships and

 Amity goals
28
maintain distance from others. The anxiety dimension is concerned with fear of

rejection and abandonment by others. Securely attached individuals, who are

relatively low on both dimensions, can use their attachment resources for exploration.

The attachment-exploration link in adulthood may be investigated by testing the

relationships between adult attachment constructs on the one hand and adult goal

orientations on the other hand (Elliot & Reis, 2003). Elliot & Reis (2003) found

across several studies that the low end of the avoidance dimension was a positive

predictor of mastery goals, attachment anxiety was a positive predictor of

performance-avoidance goals, and contest goals were not well predicted by

attachment dimensions. In this study I wanted to replicate these results and at the

same time test the hypothesis that attachment avoidance is a positive predictor of

amity goals. Individuals high on the avoidance dimension that undervalue the

importance of relationships in general will also undervalue the importance of

relationships in achievement situations. Specifically I hypothesize:

H1: The low end of the avoidance dimension is a positive predictor of amity

goals.

Method

Participants & procedure

A total of 208 Hebrew University students (38.5% woman, mean age = 22.6

years) were asked to complete an attachment measure and a goal orientations measure

in return for course credit.

Instruments

Goal orientations Goal orientations were measured as in Study 4.

Attachment Attachment anxiety and avoidance were assessed with the Hebrew

version of the Experiences in Close Relationships scale, (ECR, Brennan, Clark, &
 Amity goals
29
Shaver, 1998). Respondents indicated on a scale from 1 (disagree strongly) to 7

(strongly agree) the way they usually experience close relationships. Responses were

summed to form the avoidance (18 items, α = .87), and anxiety (18 items, α = .87)

indexes. Examples of items are, "I worry about being abandoned" (anxiety), "I prefer

not to show a partner how I feel deep down" (avoidance).

Results

Tiered simultaneous regression analyses were conducted to examine the relations

between attachment and goal orientations. Each regression equation included the two

attachment variables and their interaction (See Table 6).

Avoidance was as hypothesized a negative predictor of amity goals (β = -.31).

Surprisingly, avoidance was not a negative predictor of mastery goals (β = -.01).

Anxiety was as expected a positive predictor of performance-avoidance goals (β = .38)

and also predicted contest goals (β = .30). The interaction between avoidance and

anxiety was a marginally significant predictor of amity goals (β = .17), and did predict

any of the other goals.

 Amity goals
30
Table 4: Standardized Coefficients and R Squares for goal orientations by
attachment

Attachment Goal Orientations

Mastery Performance Contest Amity

avoidance
Model 1 Avoidance -.07 .10 .08 -.40**

Model 2 Avoidance -.06 .03 .05 -.41**

Anxiety -.13^ .41** .28** .07

Model 3 Avoidance -.01 - .01 .09 -.31**

Anxiety -.09 .38** .30** .14^

Avoidance*Anxiety .09 -.07 .06 .17^

R2 .03 .18 .09 .18

Note. ^p<.1 *p<.05, **p<.01

Discussion

As hypothesized, avoidance was found to be a negative predictor of amity goals.

Also, Elliot & Reis (2003) results were replicated regarding the relations between

performance-avoidance goals and attachment. Surprisingly, Elliot & Reis (2003) results

regarding the relations between mastery and contest goals and attachment styles were

not replicated. Mastery goals were predicted by low anxiety but were not predicted by

avoidance, while Elliot & Reis (2003) found avoidance to be a negative predictor of

mastery goals but not anxiety. Also, contest goals were positively predicted by the

anxiety dimension, while Elliot & Reis (2003) found no relations between attachment

dimensions and contest (performance-approach goals). Since the same attachment

questionnaire as Elliot & Reis's (2003) was used here, the attachment measure cannot

explain these differences in results; however, these differences may be explained by the

different measures of goal orientations. A 34 items goal questionnaire was used in this
 Amity goals
31
Study that included ten amity goal items that I have developed, while the other three

goal orientations were measured using the items of two goal orientation questionnaires

(Elliot & McGregor, 2001; VandeWalle et al., 2001). Since Elliot & Reis (2003) used

Elliot & McGregor's items as well, new indexes were created for the three goal

orientations other than amity in order to produce indexes as similar as possible to those

used by Elliot & Reis (2003). Specifically, new indexes were built for each goal, once

including only the Elliot & Reis (2003) items, and again including only the Vandewalle

et al. (2001) items. Next, the analysis was replicated as reported above. This time (See

Table 7) the results were similar to those obtained by Elliot & Reis (2003). Specifically,

avoidance was a negative predictor of mastery goal orientations and did not predict

contest and performance-avoidance goal orientations, while anxiety predicted

performance-avoidance goal orientations and did not predict mastery goal orientations.

In my data anxiety also predicted contest goal orientations while in Elliot & Reis

(2003) studies anxiety was not related to contest (performance-approach) goal

orientations. The results when just the Vandewalle items were included differed from

the results when just the Elliot & McGregor items were included only with regards to

mastery goals.

The differences between the correlations of attachment style with these two

mastery orientation scale may suggest either the existence of some fine differences

between these measures which does not pop-up when mastery items are compared to

other goal orientations (as in the SSA maps of Studies x,y,z), or that the true correlation

with mastery goals is neglible (both my results and Elliot's yielded relatively small

betas). Future research may exploration these fine differences.

 Amity goals
32
Table 5: Standardized Coefficients and R Squares for goal orientations by
attachment

Attachment Goal Orientations

Mastery Performance Contest

avoidance
Model 1 Avoidance -.15* / -.02 .04/ .00 .03 / .09

Model 2 Avoidance -.16* / -.01 .01 / -.03 .02 / .06

Anxiety .00 / -.17* .35** / .32** .19** / .29**

Model 3 Avoidance -.16 / .07 -.03 / -.07 .01 / .12

Anxiety .00 / -.12 .33** / .30** .18* / .33**

Avoidance*Anxiety -.00 / .13 -.06 / -.06 -.01/ .09

R2 .02 / .04 .13 / .11 .04 / .10

Note. For each column and variable, the first value is from the Elliot & McGregor goal
orientations index, and the second value is from the Vandewalle goal orientations index.
*p<.05, **p<.01

To sum, it appears that attachment is as hypothesized an antecedent of amity goals

– avoidance is a negative predictor of amity goals. Also it appears that attachment is an

antecedent of performance-avoidance goals – anxiety is a positive predictor of

performance-avoidance goals. Mastery and contest goals are not well predicted by

attachment dimensions. Finally, the interaction between anxiety and avoidance that

reflects the secure attachment orientations is related to amity goals more than to any

other goal orientation.

After establishing the relations between FGOM and attachment, a relation that

was not often studied in the past, I move next to study the relations between FGOM and

Big 5 personality traits. The relations between goal orientations and the Big 5

personality traits was studied in the past, in many studies and I hope to shed light on the
 Amity goals
33
relations between amity goals and the Big 5 traits in comparison to the relations

between the three other goal orientations and the Big 5 traits.

Taken together Studies 6-8 shed more light on amity goals, the new presented

goal orientation. The results of these studies imply that amity goals are positively

related to relatedness needs but are not related to competence and autonomy needs, are

negatively related to avoidance attachment style and are marginally positively related to

the secure attachment style, and are positively related to agreeableness and emotional

stability.
 Amity goals
34
Chapter 4 - The consequences of failure

The relations of FGOM with other well known theories were established in the

previous studies. The following studies are focused on one of the most intriguing

consequences of FGOM, the influence of failure on motivation. Studying failure is

especially relevant, more than other possible consequences, because the first studies

from which goal orientation theory emerged were based on the differences between

mastery and performance oriented students in reaction to failure (Dweck, 1999).

Dweck and colleagues identified two distinct reactions to failure which they

named the helpless and mastery-oriented patterns (Dweck, 1999). The helpless pattern,

describes one's view that when failure occurs the situation is out one's control, and

includes dropping expectations, negative emotions, lower persistence and deteriorating

performance. Students showing the helpless response doubt their intelligence in the

face of failure and lose faith in their ability to perform the task. The mastery-oriented

pattern is very different. It includes persistence, remaining in focus on achieving

mastery in spite of present difficulties and remaining confident that success will follow.

Students showing the mastery-oriented response maintain the positive mood they had

when succeeding and welcome the chance to confront and overcome obstacles.

Individuals with high performance-avoidance goals tend to interpret failure as a

sign they might lack the competence needed for the task. Since their goal is not to be

thought of as incompetent they tend to withdraw from the task and to invest little effort

if any following failure. They tend to blame their perceived low intelligence for doing

poorly and tend to fall into a helpless pattern. Individuals with high mastery goals on

the other hand, tend to interpret a failure as an indication that more effort or a different

strategy is necessary for task completion so that when things don't go well it has

nothing to do with intelligence but rather that the right strategies have not yet been
 Amity goals
35
found. Thus when they do poorly, they tend to work harder on the task or at least

continue with similar levels of motivation and show the mastery-oriented pattern.

(Butler, 2000; Dweck & Leggett, 1988; Grant & Dweck, 2003).

These helpless and mastery-oriented patterns of response to failure are thus

related to two of the goal orientations, mastery and performance-avoidance goals, both

are competence associated goals. FGOM that also includes relatedness associated goals

allows new hypotheses regarding the influences of failure. Specifically, I suggest that

individuals fall to the helpless pattern when both performance-avoidance and contest

goals are high but not when both performance-avoidance and amity goals are high. In

other words, it is suggested that amity goals may immune individuals with high

performance-avoidance goals from falling to the helpless pattern following failure.

Also, I suggest that individuals show the mastery-oriented pattern following failure

when both mastery and amity goals are high but not when both amity and contest goals

are high. In other words, it is suggested that contest goals might work as a barrier for

individuals with high mastery goals and make it more difficult for them to persist

following failure.

Studies overview

In the following studies I test the influences of the combination of competence

based goals and relatedness based goals following failure. In Study 9 I test student's

motivation following failure in a scenario experiment. In Study 10 I test motivation

following failure in an experiment using a real task. In both Studies goal orientations

were manipulated but in each Study different manipulations of goal orientations were

used.
 Amity goals
36
Study 9

The purpose of this study was to test student's motivation following failure. It is

hypothesized that due to the suggested immunity effect of amity goals, students primed

with a combination of performance-avoidance and amity goals will present higher

motivation following failure than students primed with the combination of

performance-avoidance and contest goals. Also, it is hypothesized that due to the

suggested barrier effect of contest goals, students primed with the combination of

mastery and contest goals will present lower motivation than students primed with the

combination of mastery and amity goals. To sum:

H1: There will be a beneficial effect of amity goals on response to failure above

and beyond the known effect of mastery goals.

Method

Participants & procedure

A total of 182 university students (36.3% woman, mean age = 25.8 years) were

randomly assigned to one of four conditions in a 2 (competence) X 2 (relatedness)

experimental design. In each of the conditions participants read a scenario that

described failure in an academic class. They were asked to imagine themselves in the

place described in the scenario and to answer two questions about their motivation.

Each scenario primed one competence related goals (mastery or performance-

avoidance) following by one relatedness goals (contest or amity). Scenarios were built

by adding together academic goal orientation items (see Appendix A) from the goal

orientation questionnaires used in previous studies with some minor changes to make

the scenarios story coherent.

All four scenarios manipulated failure and had the same general structure:

“Imagine you enrolled to a class… (Goal manipulations)… you have failed in the mid
 Amity goals
37
term exam that counts for 40% of the final grade.” The mastery manipulation was as

following: "Imagine you enrolled to a challenging class that enables you to learn a lot.

You desire to completely master the material presented in this class." The performance-

avoidance manipulation was as following: "Imagine you enrolled to a class you felt you

have a good chance to succeed in. Your goal for this class is to avoid performing

poorly compared to the rest of the class." The amity manipulation was as following: "It

is important for you to assist your friends to succeed in this class." The contest

manipulation was as following: "It is important for you to do better than other students

in this class."

Measures

Motivation. Motivation was assessed by two questions: “Relative to the

expectations you had to succeed in this course, what is your current expectancy to

succeed?”, “Relative to the value this course had for you when you enrolled to it,

what is the current value of the course for you?” (α = .66). Participants were provided

with an 11-point scale ranging from “much less” (anchored with − 5) through “about

the same” (0) to “much more” (anchored with 5). This measure is based on a single-

item measure of motivation (Van-Dijk & Kluger, 2004) that measured participants

willingness to invest effort in one's work following a failure. Here, two items that

reflect the motivational process of expectancy and valence (Vroom, 1964) were used.

Indeed, reliability is high enough to suggest that both items measure motivation, but

not too high to suggest that each item measures a different aspect of the motivational

process.
 Amity goals
38
Results

To test the hypothesis of the beneficial effect of amity goals on response to failure

ANOVA was used, with relatedness and competence as the fixed factors. A

competence main effect was found, namely motivation following failure was higher in

the scenarios that emphasized mastery goals over performance-avoidance goals (F

(1,178) = 4.77, p < .05). As hypothesized the relatedness main effect was also

significant, namely motivation was higher in the scenarios that emphasized amity goals

over contest goals, (F (1,178) = 6.16, p < .05). There was no interaction (F (1,178) = 2.08,

n.s., see Figure 9).

Figure 3: Motivation following failure, by goal orientations

0.6

0.4

0.2

motivation
0

Performance- Mastery - 0.2

avoidance
- 0.4

- 0.6

- 0.8

Amity Contest

To further test the differences between means we used Tukey post-hoc tests. First,

the immunity hypothesis was tested, namely that motivation following failure is higher

when performance-avoidance goals are coupled with amity goals than when coupled
 Amity goals
39
with contest goals. This hypothesis was not supported although results were in the right

direction: M = -.49 for the performance-avoidance amity condition and M = -.77 for the

performance-avoidance contest condition (mean difference = .28, n.s.).

The second was the barrier hypothesis, namely that motivation following failure is

higher when mastery goals are coupled with amity goals than when coupled with

contest goals. This hypothesis was supported: M = .48 for the mastery amity condition

and M = -.57 for the mastery contest condition (mean difference = 1.05, p < .05).

Discussion

The results of this Study are consistent with previous research which showed that

motivation is higher following failure when mastery goals are more dominant than

performance-avoidance goals (e.g., Ames & Archer, 1988; Cron, Slocum Jr.,

VandeWalle, & Fu, 2005; Senko & Harackiewicz, 2002). However, in this study the

beneficial effect of mastery goals, relative to performance-avoidance goals, on

motivation following failure was not significant when both goals were coupled with

contest goal. Rather, following failure, it was the combination of mastery and amity

goals that yielded the highest level of motivation and may relate to the mastery-oriented

pattern documented by Dweck (1999). In addition, the combination of performance-

avoidance and contest goals yielded the lowest level of motivation and may relate to the

helpless pattern. Thus, this study demonstrated a beneficial effect of amity goals on

response to failure above and beyond the known effect of mastery goals.

The barrier hypothesis, namely that motivation following failure is higher when

mastery goals are coupled with amity goals than when coupled with contest goals was

supported. The immunity hypothesis, namely that motivation following failure is higher

when performance-avoidance goals are coupled with amity goals than when coupled

with contest goals, was not supported although results were in the expected direction.
 Amity goals
40
Possible explanations to this result may be (a) the motivation measure had low

reliability (which may be due to the very short nature of this experiment) and (b) the

scenarios may not be close enough to real behaviors. Study 10 was designed to test

these possibilities.

FGOM which is a two dimensional model allows the manipulation of two goal

orientation one from each dimension since it is assumed that the relatedness and

competence dimensions are independent. This study thus, is innovative in the sense that

it is the first study that primed two goal orientations for each participant. The results

support the suggestion that achievement motivation is complex and may be influenced

by relatedness as well as competence needs.

Study 10

This Study was conducted to retest the barrier and immunity hypotheses

following a failure in a real task. Whereas in Study 9 motivation was measured after

imagining failure that was described in a scenario, in this study motivation was

measured following bogus failure in actual task performance.

Method

Participants & procedure

A total of 112 university students (45.2% woman, mean age = 23.9 years) were

randomly assigned to one of four conditions in a 2 (competence) X 2 (relatedness)

experimental design. Participants arrived to the lab in small groups, ranging in size

between six and 10 participants, and were assigned as a group to either contest or amity

goals condition. Then, each participant received an individualistic task that demanded

originality. Each participant was randomly assigned to either mastery or performance-

avoidance goals condition by manipulating task instructions. Following task

 Amity goals
41
completion, participants received bogus negative feedback and were asked to report

their motivation to perform a similar task. Finally, participants were fully debriefed.

Relatedness manipulations. In the amity condition participants were asked to get

to know each other better. Each participant was assigned to a partner and was asked to

tell the partner two things about oneself that nobody else from the group knows. Then,

together, the couple had to make up a lie about each one of them. Finally, each

participant presented the partner to the group by telling the two true facts and the lie in

a random order to the rest of the group. The other group members were asked to guess

which of the three "facts" the lie was. In the contest condition participants were

presented with the following riddle: "add one line to the following equation to make it

correct: 5 + 5 + 5 =550." The first to solve the riddle received a prize (Solution in

Appendix B).

Task. In the "unusual uses task" (Silvia & Phillips, 2004; Silvia et al., 2008)

participants received lined sheets of paper and were asked to generate as many as

possible creative uses to a common object, a broomstick. This task is widely used as a

measure of creativity and previous research also used this task with an ability to

improve manipulation (Silvia & Phillips, 2004) which is very similar to the competence

manipulations used here. Five minutes after participants started to work on the task the

experimenter asked them to stop.

Competence manipulations. Following previous research, competence

manipulation was part of task instructions (Silvia & Phillips, 2004; Steele-Johnson,

Beauregard, Hoover, & Schmidt, 2000). In the mastery goal orientation condition, the

task instructions were designed to create the perception that cognitive ability is

changeable and easy to improve through effort and to focus the participants on

exploring and mastering the task. Mastery instructions were as following: “Research
 Amity goals
42
showed that level of performance in tasks like the one you are about to perform

improves with practice. You will probably feel this improvement”. In the performance-

avoidance goal orientation condition, the task instructions were designed to create the

perception that cognitive ability was stable and difficult to improve through effort and

to focus the subject on achievement. Performance-avoidance instructions were as

following: “Research showed that level of performance in tasks like the one you are

about to perform is a measure of basic capabilities and is related to intelligence”.

Following task completion the experimenter collected the sheets from all

participants in order to go over the ideas in the sheets and give each participant a

feedback. While the experimenter prepared the feedback participants worked on a filler

task.

Feedback manipulation. The experimenter counted the number of ideas each

participant wrote down and prepared a feedback sheet for each participant. The

feedback sheet opened by saying that the average number of uses participants usually

think of to a broomstick in a 5 minuets time limit is 19. This number was found in a

pretest to be high enough such that most participants did not reach it, but not too high

such that participants believed it to be the average. Then, the experimenter wrote down

the real number of uses each participant thought of. This way, each participant received

feedback that implied on performance below average. Ten participants who thought of

18 or more uses were eliminated from the analysis since they did not receive negative

feedback.

On the feedback sheet participants were asked to report their motivation to

perform a similar task.

 Amity goals
43
Measures

Motivation. Motivation was measured as in Study 9 with two items (α = .72), one

that asked about the expectancy to succeed in a similar task and another that asked how

important it is to succeed in a similar task on a scale ranging from 1 (very little) to 11

(very much).

Results

An ANOVA with relatedness and competence as the fixed factors showed no

main effects (for relatedness F (1, 99) = .01; for competence F (1, 99) = 1.16) and a

significant interaction (F (1, 99) = 12.36, p<.01, see Figure 10). This interaction supports

the immunity hypothesis such that motivation following failure is higher when

performance-avoidance goals are coupled with amity goals than when coupled with

contest goals. However, the interaction does not support the buffer effect such that there

was no significant difference in motivation for mastery goals when coupled with either

amity or contest goals.

 Amity goals
44
Figure 4: Motivation following failure, by goal orientations
9

motivation
5

Performance-avoidance Mastery

Amity Contest

To further test the differences between means we used Tukey post-hoc tests. First,

the immunity hypothesis was tested, namely that motivation following failure is higher

when performance-avoidance goals are coupled with amity goals than when coupled

with contest goals. Results are in support with this hypothesis: M = 7.96 for the

performance-avoidance amity condition and M = 6.60 for the performance-avoidance

contest condition (mean difference = 1.37, p = .05)

The second was the barrier hypothesis, namely that motivation following failure is

higher when mastery goals are coupled with amity goals than when coupled with

contest goals. This hypothesis was not supported as the difference in means was

opposite to the predicted direction. However, the opposite difference was not

significant: M = 7.04 for the mastery amity condition and M = 8.34 for the mastery

contest condition (mean difference = -1.04, n.s.).

 Amity goals
45
Discussion

As expected, the immunity effect was found in this Study. The motivation

following failure in task performance was higher when performance-avoidance goals

were coupled with amity goals than when they were coupled with contest goals.

However, the buffer effect that was found in Study 9 was not replicated. There was no

difference in motivation following failure when mastery goals were coupled with either

amity goals or contest goals. Thus, a beneficial effect of amity goals on response to

failure above and beyond the effect of mastery goals was not found but rather we found

an interaction: Participants reported higher motivation following failure when

performance-avoidance goals were coupled with amity goals and when mastery goals

were coupled with contest goals.

This interaction found supports the well documented advantage of mastery goals

over performance-avoidance goals but only when both goals are coupled with contest

goals (mean difference = 1.74, p < .05). The motivation of those primed with mastery

and amity goals (M = 7.04) was not different from the motivation of those primed with

performance-avoidance and amity goals (M = 7.96, mean difference = .93, n.s.). In

most previous studies that documented this advantage, amity goals were probably not

salient. Rather, more likely either contest or no relatedness goal were salient. Thus, the

advantage of mastery goals over performance-avoidance goals may be moderated by

relatedness goals.

Studies 9 & 10 tested the influence of failure on motivation depending on

manipulated goal orientations; one from each dimension. In study 9, motivation was

measured following a failure described in a scenario while in Study 10 motivation was

measured following a failure in a real task. There were some differences in results

between these two studies but one important result was replicated: In both studies the
 Amity goals
46
lowest motivation following failure was reported by participants with the combination

of performance-avoidance and contest goals. It seems that the helpless-pattern

following failure has to do with performance-avoidance goals, as previously suggested

(Dweck, 1999) but, as was shown in these studies is also related to contest goals. Thus,

it may be that amity goals when coupled with performance-avoidance goals may

immune from the helpless pattern that follows failure.

In these studies we showed an immunity effect and a buffer effect and suggested

an advantage for amity goals above and beyond the advantage of mastery goals. We

have only partially supported this suggestion and more research is necessary to study

these effects. Specifically, it may be beneficial to study the mechanisms of both effects.

The immunity and buffer effects may occur due to more amity, less contest, or both.

Future research could manipulate three patterns of goal combinations: Mastery (or

performance-avoidance) and contest, mastery (or performance-avoidance) and amity,

and mastery (or performance-avoidance) alone. Furthermore, measuring chronic

individual differences in the four components of FGOM may help to shed new light on

both the mastery-oriented pattern and the helpless pattern that follow from failure.
 Amity goals
47
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56
Appendices

Appendix A

Amity items – academic domain

1. It is important for me to cooperate with the other students.

2. It is important for me to study together with my close friends.

3. I think it is important to cooperate with others at school.

4. I believe that my friends and I have similar high abilities.

5. My goal for this course is to help others to succeed.

6. To be honest, I really believe my friends and I have similar high abilities.

7. It is important for me to assist my friends to succeed in this class.

8. To be honest, I prefer studying with others than studying alone.

9. It is important for me that my best friends will do as well as I do.

10. A course that requires cooperation with others in exercises, home work etc. is more enjoyable

for me.

Amity items – work domain

1. It is important for me to cooperate with my coworkers.

2. It is important for me to work together with my close friends.

3. I think it is important to cooperate with others at work.

4. I believe that my coworkers and I have similar high abilities.

5. It is important for me to assist my coworkers to succeed with their assignments.

6. To be honest, I prefer working with others than working alone.

7. It is important for me that my best friends at work will do as well as I do.

8. An assignment that requires cooperation with others is more enjoyable for me.
 Amity goals
57
Appendix B

The riddle: add one line to make the following equation correct:

5 + 5 + 5 = 550
Solution:

5 4 5 + 5 = 550