Author/Authors :
Helen W. Sullivan، نويسنده , , Keilah A. Worth، نويسنده , , Austin S. Baldwin and Alexander J. Rothman، نويسنده ,
Abstract :
In an academic setting, we tested competing predictions
derived from two conceptual models about the effects
of approach and avoidance referents (e.g., goals and
role models) on student performance. One model suggests a
main effect such that focusing on approach referents leads
to better outcomes than focusing on avoidance referents, regardless
of personality (e.g., A. J. Elliot & K. M. Sheldon,
1997). Another model suggests an interaction such that focusing
on either approach or avoidance referents can lead to
positive outcomes, but only when people are promotion focused
or prevention focused, respectively (e.g., P. Lockwood,
C. H. Jordan, & Z. Kunda, 2002). Findings supported the
main effect model. The more prevention focused participants
were, the more avoidance goals they generated, which
led to poorer grades.
