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Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes

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Abstract

The present research uses self-determination theory to examine whether autonomous and controlled regulation of performance-approach (PAp) goals would differentially predict educational outcomes and add to the variance explained by the goal strength. Two cross-sectional studies among 10th to 12th grade students supported this hypothesis but showed that when regulations of PAp goals were entered into the same regression equation with the PAp goal strength, the PAp goal strength no longer predicted outcomes. Study 2 examined perfectionism in relation to PAp goals and types of regulation, thereby showing that whereas adaptive and maladaptive perfectionism were both positively related to PAp goals, adaptive and maladaptive perfectionism were associated with autonomous and controlled regulations, respectively. Finally, path modeling indicated that autonomous and controlled regulations of PAp goals (but not PAp goals themselves) accounted for nearly all of the relation between the types of perfectionism and learning outcomes. The discussion emphasizes that it is critical to move beyond the consideration of PAp goals per se, thereby considering the types of regulation of PAp goals.

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Notes

  1. Although SDT uses the term “motive,” as well as reasons and regulations, to refer to the distinction between autonomous and controlled motivations, we chose to use only the terms “reasons” and “regulations” here, because, within the achievement motivation tradition, the term motive has a different meaning. Motives refer to people’s acquired, dispositional competence-based orientations, including the motive to succeed and the motive to avoid failure. In the hierarchical model of achievement motivation (Elliot and Church 1997), motives are hierarchically located as personality antecedents of achievement goals, with the pursuit of achievement goals being an expression of an underlying dispositional motive. The current research focused on students’ autonomous reasons and controlled reasons for pursuing PAp goals and not on the dispositional motives that can energize the adoption of PAp versus other achievement goals.

  2. Mastery goals and performance goals are sometimes referred to as task-involvement and ego-involvement, respectively, when discussed as states, while they are referred to as task goals and ego goals when discussed as individual differences (Nicholls 1984).

  3. As some students scored low on PAp goals it might have seemed odd for them to answer why they pursued these goals, so we repeated the full sequence of analyses after removing those students with an average PAp-goal score below 2. The relations of autonomous and controlled regulation of PAp goals to outcomes in both subsamples (N = 103 for Study 1; 69%; N = 158 for Study 2; 80%) of high PAp-goal oriented students were essentially identical to the results obtained in the total sample.

  4. To detect multicollinearity, we examined its impact on the precision of estimation of the regressors, which is reflected in the Variance Inflation Index (VIF; Fox 1991). When entering PAp goals and reasons in the second step, we found that no single VIF exceeds the cut-off criterion of 4 (maximum VIF = 2.41 and 2.06 in Study 1 and 2, respectively). Similarly, the collinearity diagnostics table, which represents an alternative method of assessing the problem of multicollinearity, yielded no condition indices over 15 (Hair et al. 2006); maximum condition index = 12.13 and 12.54 in Study 1 and 2, respectively). These observations allowed us to conclude that there is no serious degrading in the precision of estimation of parameters (Miles and Shevlin 2001) and that the main effects of PAp goals and regulations can be interpreted in a reliable manner.

  5. To examine whether the observed different associations between autonomous and controlled reasons underlying of PAp goals and outcomes were due to the specific reasons for pursuing the PAp goals rather than being a reflection of positive relations of autonomous and controlled functioning with outcomes at the personality level (Deci and Ryan 1985), we repeated the full sequence of regression analyses while entering students’ general, trait-like orientation towards autonomous and controlled functioning as covariates. All of the observed associations between the autonomous and controlled regulation of PAp goals and learning outcomes remained significant, suggesting that the observed associations are goal-specific and cannot be accounted for by underlying personality traits towards autonomy or control.

  6. Given that the association between autonomous reasons for PAp goals and objective achievement almost reached significance in the final model (β = .17), we performed an additional analysis in which we removed PAp goals. Autonomous reasons were found to yield a significant positive association in this model (β = .20, p < .05). This finding contrasts with the observation that PAp goals did not yield a significant association with objective achievement (β = .14, ns) after removing autonomous reasons from the model.

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Acknowledgments

We would like to thank Ellen Duyck for her fantastic help in collecting the data.

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  1. Department of Psychology, Gent University, H. Dunantlaan 2, 9000, Gent, Belgium

    Maarten Vansteenkiste & Bart Soenens

  2. Department of Psychology, Catholic University of Leuven, Leuven, Belgium

    Stijn Smeets & Willy Lens

  3. University of Lima, Lima, Peru

    Lennia Matos

  4. Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY, USA

    Edward L. Deci

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Vansteenkiste, M., Smeets, S., Soenens, B. et al. Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motiv Emot 34, 333–353 (2010). https://doi.org/10.1007/s11031-010-9188-3

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