The socialization of performance goals. Sommet, N., Pillaud, V., Meuleman, B., & Butera, F. Contemporary Educational Psychology, 49:337–354, April, 2017. ![The socialization of performance goals [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex How are competitive goals transmitted over time? As most competence-relevant contexts (e.g., school) are hierarchy-relevant (e.g., teacher/students), supervisors’ performance-approach goals (desire to outperform others) should play a major role. We formulated a performance goals socialization hypothesis: The higher a supervisor’s performance-approach goals, the stronger the effects of time on followers’ performance-approach and -avoidance (desire not to be outperformed by others) goals. Study 1, involving coaches and their soccer players, showed that indeed a performance goals socialization phenomenon exists. Study 2, involving thesis supervisors and their Ph.D. students, showed its consequences: performance goals socialization reduced subordinates’ motivation and well-being over time. Study 3, involving video game team leaders and their players, showed its enabling condition: the stronger the subordinates’ identification to their team, the more pronounced the performance goals socialization. Study 4, involving schoolteachers and their pupils, showed its directional moderator: the higher the subordinates’ perceived self-competence, the higher the change in performance-approach goals over time, and the lower that in performance-avoidance goals. It is then crucial to consider social hierarchy when studying goal formation.
@article{sommet_socialization_2017,
title = {The socialization of performance goals},
volume = {49},
issn = {0361-476X},
url = {http://www.sciencedirect.com/science/article/pii/S0361476X17300711},
doi = {10.1016/j.cedpsych.2017.03.008},
abstract = {How are competitive goals transmitted over time? As most competence-relevant contexts (e.g., school) are hierarchy-relevant (e.g., teacher/students), supervisors’ performance-approach goals (desire to outperform others) should play a major role. We formulated a performance goals socialization hypothesis: The higher a supervisor’s performance-approach goals, the stronger the effects of time on followers’ performance-approach and -avoidance (desire not to be outperformed by others) goals. Study 1, involving coaches and their soccer players, showed that indeed a performance goals socialization phenomenon exists. Study 2, involving thesis supervisors and their Ph.D. students, showed its consequences: performance goals socialization reduced subordinates’ motivation and well-being over time. Study 3, involving video game team leaders and their players, showed its enabling condition: the stronger the subordinates’ identification to their team, the more pronounced the performance goals socialization. Study 4, involving schoolteachers and their pupils, showed its directional moderator: the higher the subordinates’ perceived self-competence, the higher the change in performance-approach goals over time, and the lower that in performance-avoidance goals. It is then crucial to consider social hierarchy when studying goal formation.},
urldate = {2018-03-16TZ},
journal = {Contemporary Educational Psychology},
author = {Sommet, Nicolas and Pillaud, Vincent and Meuleman, Bart and Butera, Fabrizio},
month = apr,
year = {2017},
keywords = {IP201, Leadership, NIRA, Performance goals, Self-competence, Social identification, Socialization, liveswebsite, year8},
pages = {337--354}
}
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Study 4, involving schoolteachers and their pupils, showed its directional moderator: the higher the subordinates’ perceived self-competence, the higher the change in performance-approach goals over time, and the lower that in performance-avoidance goals. 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