2019-03-22

Why Do You Study?
Complex Answers to a Simple Question
Mimi Bong
Department of Education
Brain & Motivation Research Institute

Korea University
1

Self-concept

Self-defeating ego goals
approach motive

Curiosity Mastery-avoidance

self-esteem

autonomytask valueinterestself-regulation
self-efficacy self-concept

volition

Fear of failure

extrinsic motivation

avoidance motive

anxietycompetence
WhatWhyachievement goal

perceived control

intrinsic motivation
goal attribution
Feelings of helplessness
expectancy Needfor achievement
self-worth

Introjected regulation Performance-approachego-involvement

21

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What Are the Key Motivation Questions?

Goals

Expectancy

Value

Reasons

What do I
want to do?

Can I do it?

Do I want to doit?

Why am I doingit?

• Interest• Importance• Utility• Cost• Achievement
Goals

What

• Self-Efficacy
BeliefWhy• Autonomous
vs. Controlled
Motivation

Eccles & Wigfield (2002)

3

What Are the Key Motivation Questions?

Goals

Expectancy

Value

Reasons

What do I
want to do?

Can I do it?

Do I want to doit?

Why am I doingit?

• Interest• Importance• Utility• Cost• Achievement
Goal• Self-EfficacyBelief• Autonomous
vs. Controlled
Motivation42

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Why Do Students Strive to Achieve?

5Dweck (1986)
 To increase competence Learning Goal Orientationor To gain positive judgments/avoid negative
judgments of competence Performance Goal Orientation63

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Dweck’s Original Definition: Reasons for engaging in achievement
behavior
Learning
Performance
Goal
Goal
Competence Competence
Enhancement Judgments

7

Dweck’s Original Theory
Implicit Theory

Goal Orientation

Incremental
Theorists

Learning
Goal Orientation(−)

EntityTheorists(−)

Performance
Goal Orientation

PerceivedCompetence

LearningProcesses

High

Adaptive

Low
High

Adaptive

Low

Maladaptive

Dweck (1986); Dweck & Leggett (1988)

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Elliot’s Revised Definition: Competence-based aims that guideachievement behavior

MAP

PAPMAVPAV

Elliot & McGregor (2001)

9

Elliot’s 2 × 2 Model Mastery-Approach Goal
• To learn as much as possible

 Mastery-Avoidance Goal
• To avoid not learning all that one possibly could Performance-Approach Goal
• To perform better than others

 Performance-Avoidance Goal
• To avoid performing worse than others1052019-03-22

Elliot’s 3 × 2 Model
Goal Definition

Goal Valence

Absolute

IntrapersonalInterpersonal

Positive

To do the taskcorrectly

To do better
than before

To do better
than others

Negative

To avoid doing To avoid doing
the task
worse thanincorrectly
beforeTo avoid doing
worse thanothersElliot, Murayama, & Pekrun (2011)11

Elliot’s 3 × 2 Model
Goal Definition

Goal Valence

Absolute

IntrapersonalInterpersonal

Positive

Attainment oftask-based
competence

Attainment ofself-based
competence

Attainment ofother-based
competence

Negative

Avoidance oftask-based
incompetence

Avoidance ofself-basedincompetence

Avoidance ofother-based
incompetence

Elliot, Murayama, & Pekrun (2011)126

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Elliot’s 3 × 2 Model
Goal Definition

Goal Valence

Absolute

IntrapersonalInterpersonal

Positive

TaskApproach

SelfApproach

OtherApproach

Negative

TaskAvoidance

Self-Avoidance

OtherAvoidance

Elliot, Murayama, & Pekrun (2011)13

What Do Students Say Are the Reasons that
They Strive to Achieve at School?

147

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What Are Students’ Reasons for Striving to Achieve?

 Open-Ended Achievement Goal Question
 “What are the reasons that you study? Please write
down the five (three) most important reasons thatyou study in descending order of importance.” Study 1: 239 Korean 8th graders Study 2: 335 Korean 7th, 8th, & 9th graders Study 3: 410 Korean 9th graders

Lee & Bong (2016) Journal of Educational Psychology

15To avoid doing worse than other students

To avoid lagging behind
To get a good scorein To
societydemonstrate ability

For my own satisfaction

For myself

To avoid a bad score

To get a good job To protect my pride

To avoid regret in the future
To earn money
To advance to the next school level

To avoidStudy
parental
Summarized
1:pressure
1,146Because
Responses
into
it is useful

To30~32
enteraSpecificprestigious
school
Study
2:
1,037
Responses
To makefriends
To fulfill my duty as a student
For my Study
own wellbeing
Goal
3:
Categories
Responses
To 1,216
avoidletting
my parents down
To make my dream come true

To make my parents happy
To get a better job To improve ability
To gain knowledge

To fit into society well Because it is interesting
To avoid demonstrating a lack of ability
To do better than other students1682019-03-22… Then Classified into the Achievement Goal
Frameworks ofMidgley et al. (2000): MAP, PAP & PAV (Ability Validation + Normative)

Elliot & McGregor (2001): MAP, MAV, PAP & PAV (Normative)

Grant & Dweck (2003): Learning, Outcome, Ability, Normative

Lee & Bong (2016) Journal of Educational Psychology

17… as well as the Social Goal Framework ofDowson & McInerney (2003): Social Affiliation Goal (to become closer to others): Social Approval Goal (to gain positive approval): Social Concern Goal (to help others w/ one’s skillsand knowledge): Social Responsibility Goal (to fulfill duties andsocietal obligations): Social Status Goal (to attain better social positions)
Lee & Bong (2016) Journal of Educational Psychology

1892019-03-22

Including Social + Future-Oriented Responses
Study 1

Study 2

Study 3

Lee & Bong (2016) Journal of Educational Psychology

19

Including Social + Future-Oriented Responses
Study 1

Lee & Bong (2016) Journal of Educational Psychology

2010

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Including Social + Future-Oriented Responses
Study 1
Study 2

Lee & Bong (2016) Journal of Educational Psychology21

Including Social + Future-Oriented Responses
Study 1
Study 2
Study 3

Lee & Bong (2016) Journal of Educational Psychology

2211

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Including Only Present-Oriented Responses
Study 1

Study 2

Study 3

Lee & Bong (2016) Journal of Educational Psychology

23

Including Only Present-Oriented Responses
Study 1

Lee & Bong (2016) Journal of Educational Psychology2412

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Including Only Present-Oriented Responses
Study 1
Study 2

Lee & Bong (2016) Journal of Educational Psychology

25

Including Only Present-Oriented Responses
Study 1
Study 2
Study 3

Lee & Bong (2016) Journal of Educational Psychology

26

13

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Major Reasons Students Strive toAchieve at School:
To Improve Competence 
To Validate Ability To Attain Normative Competence ( = To Attain Positive Outcome)27

What Happens When Students Pursue Eachof the Achievement Goals?

28

14

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Survey Studies
Bong, Lee, Chung, & Lee (2016) Korean Journal of Educational
Psychology with 255 middle school students in Grades 7 to 9
Bong, Lee, Chung, & Lee (2019, manuscript in preparation)- Study 1 with 515 middle school students- Study 2 with 661 college students- Study 3 with 304 middle school students
Chung, Kim, & Bong (2019, manuscript in preparation) with 404
middle school students in Grades 7 to 929

5-Factor Achievement Goal Model An important reason that I study math is to…
 Improve competence  Mastery Perform better than others  Normative-Approach Avoid performing worse than others  Normative-Avoidance
 Demonstrate competence  Ability-Approach Avoid demonstrating a lack of competence  Ability-Avoidance

Bong, Lee, Chung, & Lee (2016) Korean Journal of Educational Psychology3015

2019-03-22.26

Mastery.22

nAch.47.34.53.55.51.20.37

Fear
Of Failure.35

Normative
PAP.50Ability
PAP.42-.69-.21.20-.15

SelfEfficacy-.29

Achievement.42.32

Normative
PAV
Ability
PAV.78Bong, Lee, Chung, & Lee (2016) Korean Journal of Educational Psychology

31

Mastery.20.56
Incremental
Theory-.16-.24

Ability
PAP.57-.18.72.67
Academic
SelfEfficacy

Normative
PAP-.34.28

Ability
PAV-.29-.44-.36.21†.32-.29

HelpSeeking
Avoidance-.41-.41.36.42.42.24-.17.34

Cheating

Normative
PAV

SelfHandicapping

Achievement.56

Bong, Lee, Chung, & Lee (2019, Study 1, manuscript in preparation)

32

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Mastery.20.61.49

Ability
PAP.36.79

Normative
PAP.78.34.28

CourseEngagement

CourseInterest-.31.76.56.48.65

Ability
PAV.72

CourseSatisfaction.86
Normative
PAV

Bong, Lee, Chung, & Lee (2019, Study 2, manuscript in preparation)

33

Experimental Studies
Chung, Kim, & Bong (2019, in revision) Journal of Educational Psychology- Study 1: Cluster randomized trial with 103 elementary school students- Study 2: Experiment with 50 college students- Study 3: Experiment with 80 college students

34172019-03-22

Ability Goal Manipulation
 “This task was devised to test your ability forreasoning…. It is important that you do well on thistask because your performance will show how
much of this ability you possess. I will be able tojudge how smart you are by examining yourproblem-solving…. I will share this result with yourteacher, as it reveals an important aspect of yourability. I hope you will take advantage of thisopportunity to demonstrate your potential abilityand earn recognition.”
Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

35

Normative Goal Manipulation
 “This task was devised to compare your ability forreasoning with that of others.… When I asked otherpeers of your age to solve this task, … some stoodout because they were clearly ahead of their peers.
It will be extremely helpful for you to knowwhether you are superior to others in this ability.…
I hope you will take advantage of this opportunity
to assess your potential capability byoutperforming other students.”
Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

3618

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Mastery Goal Manipulation
 “This task was devised to improve your ability forreasoning.… Each problem requires you to thinkfrom various perspectives. In the process of
thinking in such a diverse manner, you will be able
to learn how to think strategically and improveyour thinking skills.… I hope you will takeadvantage of this opportunity to learn new skills bydeveloping and improving your ability forreasoning.”
Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

37

Underlying Mechanism of Ability Goals: Part 2
 Study 1 with Elementary School Students
Ability Goal
Normative Goal
Mastery Goal

43**

765*

500
400

42600**3††0State Anxiety

***

†100

10*

200

21300

0

Interest

Performance

Persistence

Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

3819

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Underlying Mechanism of Ability Goals: Part 2Stateanxiety.32*-.45**

Ability-masterygoal contrast

Interest-.19 (-.34*)

State
anxiety
.34**

-.26†

Abilitynormative goal
contrast

Interest-.18 (-.27*)

Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

39Underlying Mechanism of Ability Goals: Part 2
 Study 2 with College Students
Ability Goal
Normative Goal
Mastery Goal

76**

7**

*

†7**

766555544443333222211110000

Anxiety

6Interest

Challenge appraisal†**

Reengagement
intention

Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

4020

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Underlying Mechanism of Ability Goals: Part 2
 Study 3 with Unsolvable Puzzles
Ability Goal
Normative Goal
Mastery Goal
76†*65544332211020

7*****

10500Anxiety

15Interest

Performance

Chung, Bong, & Kim (2019, in revision) Journal of Educational Psychology

41

Underlying Mechanism of
Ability Validation Goals
Ability Goals→ Heightened Anxiety→ Deteriorated Motivation& Performance4221

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Summary of Findings

43

Mastery Goal Is
Most Adaptive
Of All Achievement Goals
Because of:Lowest anxiety andgreatest persistenceeven under difficulties4422

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Normative Goal Is
Helpful for Performance
Often More So Than Mastery Goals
Because of:Strong nAch
CompetitivenessSeeking ofdiagnostic info.
45

Ability Validation Goal Is
Most Maladaptive
Because of:Strong implications for
one’s self-worth
esp. when failurelooms large
46

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When Would Students Pursue Ability
Validation Goals?

47

Present-Oriented Mastery Goals
Study 1

Study 2

Study 3

Percentages of “Learning (Dweck)/Mastery (Midgley)” Goals

42.3%

58.5%

42.3%

Percentages of “Mastery-Approach (Elliot)” Goals

23.2%

44.4%

26.2%

Lee & Bong (2016) Journal of Educational Psychology

48

24

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Significantly more students in Study 2
responded that they studied:to gain knowledge;
to improve ability; andbecause learning was useful, interesting, andsatisfying

Lee & Bong (2016) Journal of Educational Psychology

49

What Was Different in Study 2?
High-school equalized school district + No
ability grouping at school
The only group of students in this research who
were free of extreme pressure, competition, andfear of negative evaluation

Lee & Bong (2016) Journal of Educational Psychology

5025

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Present-Oriented Performance Goals
Study 1

Study 2

Study 3

Percentage of “Ability Validation” Goals

39.3%

41.0%

75.7%

Lee & Bong (2016) Journal of Educational Psychology

51

An overwhelming majority of the performancegoal responses in Study 3 described studying
either:to demonstrate ability;
to avoid demonstrating a lack of ability; orto protect one’s pride

Lee & Bong (2016) Journal of Educational Psychology

5226

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What Was Different in Study 3?
The only group of students who attended aschool with between-class ability grouping in core
subjects, known to induce extreme fear of failure,negative evaluation, and humiliation

Lee & Bong (2016) Journal of Educational Psychology

53Concluding Thoughts

54

27

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Threats from Within: Fear of Failure: Entity Theory of Intelligence / Fixed Mindset: Contingent Self-Worth on Others’ Approval

55

Threats from Outside: Competition: Normative Evaluation: Ability Grouping

56

28

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The Brain and Motivation Research Institute@Korea University
http://bmri.korea.ac.kr

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