Explicit instruction and priming of achievement goals: Effect on risk-taking behavior
Abstract
This study examined whether differences in risk-taking behavior could be observed based on endorsement of achievement goals (i.e. mastery-approach goal and performance-approach goal). This study also investigated whether different methods of instruction (i.e. explicit instruction vs. priming) varied in the participant's risk-taking behavior. Participants (N = 73) were asked to respond to two questionnaires that both measured achievement goals, but used different framework (i.e. aims framework vs. orientations framework). Results found that regardless of the method of instruction and/or type of achievement goals, participants were consistently risk-averse when a task was framed in terms of success and risk-seeking when a task was framed in terms of failure. The type of instruction and type of achievement goal induced had no effect on risk-taking behaviors. Results also found positive relationships between the two popular achievement goal measures created different frameworks. Implication on current standing in achievement goal theory is discussed.
Subject Area
Behavioral psychology|Social psychology|Educational psychology|Psychology
Recommended Citation
Park, Min-Kyung S, "Explicit instruction and priming of achievement goals: Effect on risk-taking behavior" (2013). ETD Collection for Fordham University. AAI3564944.
https://research.library.fordham.edu/dissertations/AAI3564944
