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Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings

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Abstract

The main purpose of the present research was to examine the effects of achievement goals (i.e., task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance) and the autonomous and controlling reasons underlying their pursuit on educational (samples 1 and 2) and work (sample 3) outcomes (i.e., engagement, satisfaction, positive affect, and anxiety). The present results revealed that motivations underlying achievement goals are stronger predictors of subjective well-being than the endorsement of goals themselves. Theoretical implications and directions for future research are discussed.

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Acknowledgments

We would like to thank Aurel Carbunar for his help on an earlier draft of the manuscript.

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  1. EA 2114 Psychologie des Âges de la Vie, FED 4223 Fédération Inter-régionale de Recherches en Sciences du Travail (FIRST), Département de Psychologie, Université François-Rabelais de Tours, UFR Arts et Sciences Humaines, 3 Rue des Tanneurs, 37041, Tours Cedex 1, France

    Nicolas Gillet, Tiphaine Huyghebaert & Evelyne Fouquereau

  2. McGill University, Montreal, QC, Canada

    Marc-André K. Lafrenière

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  1. Nicolas Gillet
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Gillet, N., Lafrenière, MA.K., Huyghebaert, T. et al. Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings. Motiv Emot 39, 858–875 (2015). https://doi.org/10.1007/s11031-015-9505-y

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