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Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions

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Abstract

Classic achievement goal theory states that normative (performance-approach) achievement goals exert maladaptive effects on behavior when perceptions of competence are low, thus leading individuals to choose easy or difficult tasks to avoid demonstrating lack of ability. The present research tested this prediction by examining the conditional indirect relationship between performance-approach goals and problematic procrastination among college science majors. As hypothesized, performance-approach goals were significant positive predictors of procrastination through their relationship with science anxiety only for students with (a) low science self-efficacy and (b) a preference for either low or highly difficult science tasks. These effects were not observed for high efficacy students preferring tasks of low and high difficulty. Implications for achievement goal theory and research are discussed.

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Notes

  1. Elementary education was operationalized as a science major for the purpose of the current study because students take a number of science courses as part of their pedagogical training.

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Acknowledgements

We thank Carolyn Jagacinski for her helpful comments on an earlier version of this paper.

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  1. Department of Educational Studies, Purdue University, 100 North University Street, West Lafayette, IN, 47907, USA

    Eric D. Deemer & Samantha A. Morel

  2. Department of Applied Health and Educational Psychology, Oklahoma State University, Stillwater, Oklahoma, USA

    Mike Yough

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Deemer, E.D., Yough, M. & Morel, S.A. Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions. Motiv Emot 42, 200–213 (2018). https://doi.org/10.1007/s11031-017-9649-z

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