Goal Orientation and the Aftermath of an Academic Failure

By Mark Hoyert and Cynthia O’Dell.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The relationship between mastery and performance goal orientations and examination grades is examined in two groups of college students: students who failed an examination and students who passed each of their tests. When students had not failed an examination, mastery and performance goals were not associated with variations in test grades. However, when students had failed a test, these goals were relevant. Under these conditions, students who endorsed dominant mastery goals earned significantly higher grades. In contrast, students who endorsed dominant performance goals earned lower grades and displayed some irrational behaviors. These results are consistent with predictions based on Dweck’s model of goal orientation.

Keywords: Goal Orientation, Mastery Goals, Performance Goals, Academic Success, Failure

The International Journal of Learning, Volume 15, Issue 3, pp.245-252. Article: Print (Spiral Bound). Article: Electronic (PDF File; 591.706KB).

Dr. Mark Hoyert

Professor of Psychology, Department of Psychology, Indiana University Northwest, Gary, IN, USA

Dr. Cynthia O’Dell

Professor of Psychology and Women's and Gender Studies, Women's and Gender Studies Program and Psychology Department, Indiana University Northwest, Gary, IN, USA


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