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t is widely admitted that low self-efficacy has a detrimental impact on the functioning and performance of a
person mainly concerned with performance goals but has no impact when a person is mainly concerned with
learning goals (Dweck, 1986). However, results from both correlational and experimental studies are divergent.
Since these studies examined very few indicators of participants cognitive functioning, they may have failed to
detect those aspects that could be more vulnerable to a negative impact of the combination of performance goals
and low self-efficacy. Another concern is the lack of most studies to clearly distinguish the type of performance
goal examined, particularly the performance-avoidance versus the performance-approach goal. In the current
study, we decided to focus on performance-approach and learning goals in order to examine how self-efficacy
intervenes in their effects on participants self-regulation and performance on a cognitive task. One hundred and
forty participants (85 females and 55 males) were examined. They were randomly assigned either to the learning
or the performance-approach goals condition. In each condition, half of the participants received feedback
aimed at inducing either high or low self-efficacy beliefs with regard to the task prior to executing it aloud.
Examination of participants verbal reports, direct observation of some of their behaviours while solving the
task, and responses to a retrospective questionnaire allowed the assessment of several indicators of their selfregulation and performance. As already reported by many studies, self-efficacy influenced various aspects of
participants self-regulation and performance. However, contrary to Dwecks hypothesis (1986), when interaction
effects between self-efficacy and goals were observed, they always involved learning instead of performanceapproach goals. Findings of this study suggest that the nature of the goal might not matter as much as its
personal significance or value.
l est largement admis quun sentiment faible dauto-efficacite a un impact negatif sur le fonctionnement et le
rendement de la personne quand elle est tre`s preoccupee par des buts de performance, mais pas si elle
lest par des buts dapprentissage (Dweck, 1986). Cependant, autant les etudes de type correlationnel
quexperimental rapportent des resultats divergents. Comme ces etudes nont examine que peu dindices du
fonctionnement cognitif des personnes, elles nont peut-etre pas reussi a` detecter les aspects sensibles a` limpact
negatif de la combinaison des buts de performance et dun sentiment faible dauto-efficacite. Un autre proble`me
concerne labsence de distinction du type de but de performance examine dans la plupart de ces etudes, en
particulier le but de performance-evitement versus celui de performance-approche. Dans la presente etude, nous
avons centre notre interet sur le but de performance-approche et sur celui dapprentissage afin dexaminer
comment le sentiment dauto-efficacite intervient dans leurs effets sur lautoregulation et la performance dans
une tache cognitive. Cent quarante sujets (85 femmes et 55 hommes) ont participe a` letude. Les sujets ont ete
assignes aleatoirement a` un but dapprentissage ou de performance-approche. Dans chaque condition, un
sentiment dauto-efficacite faible ou eleve devant la tache a aussi ete induit chez la moitie des sujets avant que la
tache soit executee a` voix haute. Lexamen des protocoles verbaux des sujets, lobservation directe de certains de
leurs comportements durant la tache et leurs reponses a` un questionnaire retrospectif ont permis devaluer leur
autoregulation et leur performance. Comme lont montre de nombreuses etudes, lauto-efficacite influence
plusieurs aspects de lautoregulation et de la performance. Contrairement a` lhypothe`se de Dweck (1986), les
effets dinteraction observes entre le sentiment dauto-efficacite et les buts impliquent les buts dapprentissage et
Correspondence should be addressed to There`se Bouffard PhD, Departement de Psychologie, Universite du Quebec a` Montreal,
C.P.8888, Succ. centre-ville, Montreal, Qc, Canada, H3C 3P8 (e-mail: bouffard.therese@uqam.ca).
This study was supported by a grant from The Social Sciences and Humanities Research Council of Canada. The authors thank the
anonymous reviewers for their helpful comments and suggestions on an earlier version of this paper.
# 2005 International Union of Psychological Science
http://www.tandf.co.uk/journals/pp/00207594.html
DOI: 10.1080/00207590444000302
374
BOUFFARD ET AL.
non ceux de performance-approche. Les donnees de cette etude sugge`rent que ce nest peut-etre pas tant le type de
but qui importe que sa valeur ou la signification quil revet aux yeux de la personne.
e ha admitido que la autoeficacia baja impacta en detrimento del funcionamiento y el desempeno de una
persona principalmente si persigue metas de rendimiento, pero que no tiene impacto si la persona persigue
metas de aprendizaje (Dweck, 1986). Sin embargo, los resultados tanto de estudios de correlacion como experimentales difieren entre s. Dado que estos estudios examinaban unos cuantos indicadores del funcionamiento
cognitivo de los participantes, tal vez no detectaron aquellos aspectos mas vulnerables al impacto negativo de la
combinacion de metas de rendimiento y la autoeficacia baja. Otra preocupacion es que la mayora de los estudios
no distingua el tipo de metas de rendimiento examinadas, particularmente la meta de rendimiento-evitacion
versus rendimiento-aproximacion. El presente estudio se centro en las metas de rendimiento-aproximacion y de
aprendizaje para examinar como la autoeficacia interviene en sus efectos sobre la autorregulacion y desempeno
de los participantes en una tarea cognitiva. Se examino a 140 participantes (85 mujeres y 55 varones). Los
participantes se haban asignado en forma aleatoria, ya sea a la condicion con metas de aprendizaje o a una con
metas de ejecucion-aproximacion. En cada condicion, la mitad de los participantes reciban retroinformacion
orientada a inducir ya sea creencias de autoeficacia baja o alta, con respecto a la tarea antes de ejecutarla en voz
alta. El examen de los informes verbales de los participantes, la observacion directa de algunas de sus conductas
durante la tarea y las respuestas a un cuestionario retrospectivo permitieron evaluar varios indicadores de su
autorregulacion y desempeno. Como ya lo han informado muchos estudios, la autoeficacia influyo sobre varios
aspectos de la autorregulacion y el desempeno de los participantes. Sin embargo, contrariamente a la hipotesis de
Dweck (1986), cuando se observaron los efectos de la interaccion entre la autoeficacia y las metas, estos siempre
entranaban la meta de aprendizaje en vez de la de rendimiento-aproximacion. Los hallazgos de este estudio
sugieren que la naturaleza de la meta podra no importar tanto como su significado o valor personal.
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BOUFFARD ET AL.
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BOUFFARD ET AL.
379
TABLE 1
Means (and standard deviations) of self-regulatory and performance measures according to goal and self-efficacy conditions
Goals
Performance-approach
Self-regulatory measures
Self-regulatory statements
Metacognitive experiences with a negative valence
Monitoring of time
Persistencea
Performance measures
Rejection of correct responsesa
Correct reponsesa
Learning
High SE
(n 5 30)
Low SE
(n 5 32)
High SE
(n 5 35)
Low SE
(n 5 31)
6.50
(8.45)
0.20
(0.38)
1.85
(1.58)
5.55
(1.14)
5.59
(8.48)
0.38
(0.48)
1.64
(2.01)
5.28
(1.89)
10.94
(11.50)
0.26
(0.40)
2.32
(1.47)
5.57
(0.69)
9.00
(8.44)
0.55
(0.65)
1.30
(1.29)
4.74
(1.73)
0.09
(0.29)
1.73
(0.83)
0.39
(0.68)
1.53
(0.91)
0.03
(0.16)
1.97
(0.72)
0.56
(0.56)
1.27
(1.02)
a
Cell sizes of variables comprising the entire sample: (n 5 33) (n 5 36) (n 5 37) (n 5 34).
SE 5 self-efficacy.
380
BOUFFARD ET AL.
given problem was similar whatever the selfefficacy or the goal condition.
The analysis of the level of difficulty of the extra
problem selected by students showed differences
according to self-efficacy. In both the learning,
x2(1) 5 10.52, p , .001, and the performanceapproach, x2(1) 5 4.32, p , .05, goal condition,
the proportion of students saying they would
choose (or did choose) a more difficult problem
was higher in the high self-efficacy condition (66%
and 54% respectively in the performance-approach
and the learning condition) than it was in the low
self-efficacy condition (27% and 29% respectively
in the performance-approach and the learning
condition). Again, similar analyses performed
controlling for self-efficacy showed no difference
between goal conditions.
Finally, a multivariate analysis of variance
performed on students actual performance using
goal (62) and self-efficacy (62) conditions as
factors revealed an effect for self-efficacy, F(2, 135)
5 13.43, p , .001. Subsequent univariate analyses
showed that students in the high self-efficacy
condition less often (M 5 0.06) rejected correct
responses, F(1, 136) 5 23.61, p , .001, than did
those in the low self-efficacy condition (M 5 0.47),
and that they also obtained a greater number
of correct responses, F(1, 136) 5 9.31, p , .005
(M 5 1.86 and M 5 1.40 respectively in the high
and low self-efficacy condition). However, this
latter effect was qualified by a marginal interaction
between self-efficacy and goal condition, F(1, 136)
5 2.93, p , .10. While students in the performance-approach condition did not differ according to self-efficacy (M 5 1.53 and M 5 1.73
respectively for low and high self-efficacy), students in the high self-efficacy condition reached a
greater number of correct responses (M 5 1.97)
than those in the low condition (M 5 1.27), F(1,
69) 5 11.44, p , .001.
DISCUSSION
This study was aimed at examining the hypothesis
stating that self-efficacy intervenes in the effect of
goals on students cognitive functioning and
performance. Following this hypothesis, whatever
a students self-efficacy beliefs, endorsing learning
goals will led him/her to adaptive patterns of
functioning. However, self-efficacy will make a
difference for a student endorsing performance
goals. More precisely, while adaptive patterns of
functioning should be expected when a student has
high self-efficacy beliefs, the reverse should be
expected when he/she has low self-efficacy beliefs.
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BOUFFARD ET AL.
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APPENDIX A
Goals questionnaire
L:
PA:
L:
L:
PA:
PA:
L:
PA:
PA:
L:
The most important thing to me in this task is to learn new ways to discover the meaning of new words.
The most important to me is to be among those who will discover the greater number of correct responses.
I will work as hard as I can to discover and master new skills to improve my vocabulary.
I hope that working on this task will allow me to discover things I do not know yet.
The most interesting to me in this task is to know how many correct responses I will find.
My main objective will be to class myself in the very best at this task.
I hope to have the feeling of having learned new things when I will have finished the task.
It is important to me to outperform others in this task.
I will work as hard as I can to get the greater number of correct responses.
Gaining new knowledge and skills is my main objective in this task.
L 5 Learning; PA 5 Performance-approach.
For each item, students must specify their level of agreement on a scale from 1 (totally disagree) to 6 (completely agree).