The Competition-Performance Relation: A Meta-Analytic Review and Test of the Opposing Processes Model of Competition and Performance

被引:217
作者
Murayama, Kou [1 ]
Elliot, Andrew J. [2 ]
机构
[1] Univ Munich, Dept Psychol, D-80802 Munich, Germany
[2] Univ Rochester, Dept Psychol, Rochester, NY 14627 USA
关键词
rivalry; attainment; productivity; goal structure; reward structure; ACHIEVEMENT GOAL ORIENTATIONS; CRITERION-RELATED VALIDITY; SCHOOL PHYSICAL-EDUCATION; SELF-REGULATORY PROCESSES; STUDENTS ACHIEVEMENT; INTRINSIC MOTIVATION; INDIVIDUAL-DIFFERENCES; ACADEMIC-ACHIEVEMENT; COGNITIVE ENGAGEMENT; PERCEIVED COMPETENCE;
D O I
10.1037/a0028324
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
What is the relation between competition and performance? The present research addresses this important multidisciplinary question by conducting a meta-analysis of existing empirical work and by proposing a new conceptual model-the opposing processes model of competition and performance. This model was tested by conducting an additional meta-analysis and 3 new empirical studies. The first meta-analysis revealed that there is no noteworthy relation between competition and performance. The second meta-analysis showed, in accord with the opposing processes model, that the absence of a direct effect is the result of inconsistent mediation via achievement goals: Competition prompts performance-approach goals which, in turn, facilitate performance; and competition also prompts performance-avoidance goals which, in turn, undermine performance. These same direct and mediational findings were also observed in the 3 new empirical studies (using 3 different conceptualizations of competition and attending to numerous control variables). Our findings provide both interpretational clarity regarding past research and conceptual guidance regarding future research on the competition-performance relation.
引用
收藏
页码:1035 / 1070
页数:36
相关论文
共 541 条
[121]   EFFECT OF ROLE ORIENTATION AND INSTRUCTIONS REGARDING COMPETITION ON COGNITIVE PERFORMANCE OF COLLEGE FEMALES [J].
DICKSTEIN, LS ;
BROWN, N .
PSYCHOLOGICAL REPORTS, 1974, 34 (01) :291-297
[122]   Frame-of-Reference Training Effectiveness: Effects of Goal Orientation and Self-Efficacy on Affective, Cognitive, Skill-Based, and Transfer Outcomes [J].
Dierdorff, Erich C. ;
Surface, Eric A. ;
Brown, Kenneth G. .
JOURNAL OF APPLIED PSYCHOLOGY, 2010, 95 (06) :1181-1191
[123]   A mediation analysis of achievement motives, goals, learning strategies, and academic achievement [J].
Diseth, Age ;
Kobbeltvedt, Therese .
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2010, 80 (04) :671-687
[124]   Parental Behaviors and Adolescents' Achievement Goals at the Beginning of Middle School: Emotional Problems as Potential Mediators [J].
Duchesne, Stephane ;
Ratelle, Catherine .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2010, 102 (02) :497-507
[125]   DIMENSIONS OF ACHIEVEMENT-MOTIVATION IN SCHOOLWORK AND SPORT [J].
DUDA, JL ;
NICHOLLS, JG .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1992, 84 (03) :290-299
[126]  
Dunn R. J., 1998, J INSTRUCTIONAL PSYC, V25, P100
[127]   Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement:: A test of Dweck's model with returning to school adults [J].
Dupeyrat, C ;
Mariné, C .
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2005, 30 (01) :43-59
[128]   A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection [J].
Durik, Amanda M. ;
Lovejoy, Chelsea M. ;
Johnson, Sara J. .
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2009, 34 (02) :113-119
[129]  
Dweck C. S., 1999, SelfTheories: Their Role in Motivation, Personality, and Development
[130]   MOTIVATIONAL PROCESSES AFFECTING LEARNING [J].
DWECK, CS .
AMERICAN PSYCHOLOGIST, 1986, 41 (10) :1040-1048