Manipulating adults' achievement goals in a sport task: effects on cognitive, affective and behavioral variables
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ABSTRACT:
The effects of mastery versus outcome achievement goals and success versus failure performance feedback on affect, cognition, and behavior were examined in a basketball shooting task. Subjects were 113 college students who were exposed to either a mastery or an outcome goal-orientation induction and success or failure performance feedback. While the mastery induction led to the adoption of mastery goals, the outcome induction produced both outcome and mastery goals. A sex by feedback interaction indicated more disturbed moods for males receiving failure feedback than for males receiving success feedback or females receiving success or failure feedback. Regardless of feedback, subjects in the mastery condition reported better moods and more internal attributions for performance. When compared to subjects receiving failure feedback, subjects receiving success feedback reported greater perceived ability. Finally, it was noted that females tended to persist longer in a following task than did males. The implications of these findings were discussed in terms of self-efficacy theory.
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