- May 2023
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maggieappleton.com maggieappleton.com
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This raises both the floor and the ceiling for the quality of writing.
I wonder about reading after this entire section about writing. Why would I ever bother reading generated texts (apart from 'anonymous' texts like manuals? It does not negate the need to be able to identify a human author, on the contrary, but it would also make even the cheapest way of generating too costly if noone will ever read it or act upon it. Current troll farming has effect because we read it, and still assume it's human written and genuine. As soon as that assumption is fully eroded whatever gets generated will not have impact, because there's no reader left to be impacted. The current transitional assymmetry in judging output vs generating it is costly to humans, people will learn to avoid that cost. Another angle is humans pretending to be the actual author of generated texts.
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- Jan 2023
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kops.uni-konstanz.de kops.uni-konstanz.de
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Approach orientation promotes movement towards desired end states, whereas avoidance orientation increases movement away from undesired end states
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- Aug 2022
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Atari, M., Reimer, N. K., Graham, J., Hoover, J., Kennedy, B., Davani, A. M., Karimi-Malekabadi, F., Birjandi, S., & Dehghani, M. (2021). Pathogens Are Linked to Human Moral Systems Across Time and Space. PsyArXiv. https://doi.org/10.31234/osf.io/tnyh9
Tags
- Pathogen Avoidance
- cultural difference
- moral foundation theory
- US
- infectious diseases
- lang:en
- culture
- psychiatry
- social and behavioral science
- moral code
- cross-cultural psychology
- evolution
- is:preprint
- loyalty
- pathogen
- purity
- research
- social and personality psycholgy
- cultural psychology
- morality
- adaptive moral system
- COVID-19
- behavioral science
- linguistics
- computational linguistics
- moral behavior
- care
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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When faced with an aversive situation, individuals differ in how they seek to reduce feelings of stress through coping. Some forms of coping are adaptive and lead to resilience in the face of stress while other forms of coping are maladaptive and may result in post-traumatic stress disorder (PTSD) or anxiety disorders (Dymond, 2019; Zoellner et al., 2020). Early work defined coping as involving approach or avoidance coping strategies (Folkman & Lazarus, 1980; Moos & Schaefer, 1984). Approach coping is defined as actively moving towards a stressor in order to seek information, social support, plan ahead, and attempt to solve the problems (Finset et al., 2002). Approach coping can also involve vigilance (Krohne, 1993) in that person deals with stress by increased attention and processing of aversive information. Unlike approach coping, avoidance coping is multidimensional. Avoidance coping has been defined as a passive coping strategy in which an individual disengages from a stressor or as an active coping strategy in which an individual turns away from or seeks to escape from a stressor (Folkman & Lazarus, 1988). Feifel & Strack (1989) also differentiated two similar two aspects of avoidance, avoidance and resignation. In addition, avoidance coping involves cognitive/emotional strategies to reduce thoughts or feelings such as mental disengagement or denial, or behavioral attempts to physically remove one’s self from an aversive situation.
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- Aug 2021
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psyarxiv.com psyarxiv.com
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Jach, Ł., Lamża, Ł., & Wardawy, P. (2021). Psychological correlates of attitudes towards COVID-19 vaccines among Polish respondents – a snapshot study before the start of the massive vaccination campaign. PsyArXiv. https://doi.org/10.31234/osf.io/czvda
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- Jul 2021
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Bressan, P. (2021). Strangers look sicker (with implications in times of COVID-19). PsyArXiv. https://doi.org/10.31234/osf.io/x4unv
Tags
- outgroup
- heuristic
- pathogen avoidance
- emotion
- lang:en
- survival
- bias
- psychological adaptation
- life science
- prejudice
- framing
- cross-cultural psychology
- is:preprint
- behavioural immune system
- infectious disease
- behavioural science
- family
- facial resemblance
- emotion regulation
- cultural psychology
- ingroup
- COVID-19
- cognitive psychology
- social science
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- May 2021
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Gagne, Christopher, and Peter Dayan. ‘Peril, Prudence and Planning as Risk, Avoidance and Worry’. PsyArXiv, 11 May 2021. https://doi.org/10.31234/osf.io/tcn7e.
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- Mar 2021
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psyarxiv.com psyarxiv.com
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Henderson, Robert K., and Simone Schnall. ‘Disease and Disapproval: COVID-19 Concern Is Related to Greater Moral Condemnation’. PsyArXiv, 7 December 2020. https://doi.org/10.31234/osf.io/7szaw.
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Pick, C. M., Ko, A., Wormley, A., Kenrick, D., & Varnum, M. E. W., PhD. (2021, March 9). Family Still Matters: Human Social Motivation during a Global Pandemic. https://doi.org/10.31234/osf.io/z7mjc
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- Jan 2021
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covid-19.iza.org covid-19.iza.org
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Kim. S., Koh. K., Zhang. X., (2020) Short-Term Impact of COVID-19 on Consumption and Labor Market Outcomes: Evidence from Singapore. Institute of labor economics. Retrieved from: https://covid-19.iza.org/publications/dp13354/
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- Dec 2020
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twitter.com twitter.com
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Alec {@AlecStapp} (2020) Twitter.. Retrieved from: https://twitter.com/SciBeh/status/1309169079597621250
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- Oct 2020
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covid-19.iza.org covid-19.iza.org
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IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13690/.
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psyarxiv.com psyarxiv.com
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Mendonça, Raíssa Oliveira de, Mylena Maria Ribeiro de Almeida, Talita Garcia Barroso, Normando José Queiroz Viana, and Caio Maximino. ‘COVID-19, Social Isolation, and Psychological Distress in a Brazilian Sample’. Preprint. PsyArXiv, 30 September 2020. https://doi.org/10.31234/osf.io/f942w.
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- Sep 2020
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journals.sagepub.com journals.sagepub.com
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Berman, J. Z., & Kupor, D. (2020). Moral Choice When Harming Is Unavoidable: Psychological Science. https://doi.org/10.1177/0956797620948821
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- Aug 2020
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psyarxiv.com psyarxiv.com
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Tybur, J. M., Lieberman, D., Fan, L., Kupfer, T., & de Vries, R. E. (2020). Behavioral immune tradeoffs: Interpersonal value relaxes social pathogen avoidance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ec8uw
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www.newscientist.com www.newscientist.com
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Geddes, L. (n.d.). At work, school and seeing friends: How to lower your coronavirus risk. New Scientist. Retrieved July 6, 2020, from https://www.newscientist.com/article/mg24632843-300-at-work-school-and-seeing-friends-how-to-lower-your-coronavirus-risk/
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osf.io osf.io
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Barceló, J., & Sheen, G. (2020). Voluntary adoption of social welfare-enhancing behavior: Mask-wearing in Spain during the COVID-19 outbreak. https://doi.org/10.31235/osf.io/6m85q
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- Jul 2020
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osf.io osf.io
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Sloan, M., Haner, M., Graham, A., Cullen, F. T., Pickett, J., & Jonson, C. L. (2020). Pandemic Emotions: The Extent, Correlates, and Mental Health Consequences of Personal and Altruistic Fear of COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/txqb6
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psyarxiv.com psyarxiv.com
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Wise, Toby, Giorgia Michelini, Tomislav Damir Zbozinek, Cindy C. Hagan, and Dean Mobbs. ‘Development and Validation of the Avoidance of Respiratory Viral Infection Scale (ARVIS)’, 17 July 2020. https://doi.org/10.31234/osf.io/dkc7m.
Tags
- social distancing
- evaluate
- daily behaviour
- questionnaire
- validity
- depression
- handwashing
- contagion
- general trait anxiety
- psychology
- avoidance
- mental health
- state anxiety
- ARVIS
- Avoidance of Respiratory Viral Infection Scale
- fearful
- measures
- psychometric properties
- reliability
- fear
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Rheault, L., & Musulan, A. (2020). Explaining Support for COVID-19 Cell Phone Contact Tracing. https://doi.org/10.31235/osf.io/8wcgz
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Makhanova, A., & Shepherd, M. A. (2020). Behavioral immune system linked to responses to the threat of COVID-19 [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6dq3g
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- Jun 2020
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psyarxiv.com psyarxiv.com
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Im, H., & Chen, C. (2020). Social Distancing Around the Globe: Cultural Correlates of Reduced Mobility [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/b2s37
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psyarxiv.com psyarxiv.com
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Yamagata, M., Teraguchi, T., & Miura, A. (2020, April 10). The Relationship between Infection-Avoidance Tendency and Exclusionary Attitudes towards Foreigners: A Case Study of the COVID-19 Outbreak in Japan. https://doi.org/10.31234/osf.io/vhrqn
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psyarxiv.com psyarxiv.com
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Yamagata, M., Teraguchi, T., & Miura, A. (2020, May 5). The Relationship between Infection-Avoidance Tendencies and Exclusionary Attitudes toward Foreigners: A Panel Study of the COVID-19 Outbreak in Japan. https://doi.org/10.31234/osf.io/x5emj
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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- May 2020
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psyarxiv.com psyarxiv.com
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Farias, J. E. M., & Pilati, R. (2020). Violating social distancing amid COVID-19 pandemic: Psychological factors to improve compliance [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/apg9e
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psyarxiv.com psyarxiv.com
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Zmigrod, L., Ebert, T., Götz, F. M., & Rentfrow, J. (2020, April 11). The Psychological and Socio-political Consequences of Infectious Diseases. https://doi.org/10.31234/osf.io/84qcm
Tags
- socio-political
- BIS
- attitude
- authoritarianism
- lang:en
- government
- infection-avoidance
- cross-cultural
- is:preprint
- disposition
- infectious disease
- behavioral immune system
- psychology
- behavior
- research
- risk perception
- politics
- COVID-19
- study
- consequences
- public health
- social psychology
- ideology
- USA
- infection
Annotators
URL
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www.erinbromage.com www.erinbromage.com
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Bromage, E. (2020, May 6). The Risks—Know Them—Avoid Them. Erin Bromage PhD: https://www.erinbromage.com/post/the-risks-know-them-avoid-them
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theconversation.com theconversation.com
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Ciric, L. (2020 April 29). Coronavirus shopping tips to keep you safe at the supermarket. The Conversation. http://theconversation.com/coronavirus-shopping-tips-to-keep-you-safe-at-the-supermarket-137013
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psyarxiv.com psyarxiv.com
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Brown, M., & Sacco, D. F. (2020, May 6). Testing the Motivational Tradeoffs in Pathogen Avoidance and Status Acquisition. https://doi.org/10.31234/osf.io/y8ct6
Brown, M., & Sacco, D. F. (2020, May 6). Testing the Motivational Tradeoffs in Pathogen Avoidance and Status Acquisition. https://doi.org/10.31234/osf.io/y8ct6
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- Apr 2020
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www.nationalelfservice.net www.nationalelfservice.net
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Mental health COVID-19: Research priorities. (2020, April 27). National Elf Service. https://www.nationalelfservice.net/mental-health/mental-health-covid-19/
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psyarxiv.com psyarxiv.com
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Shook, N., Sevi, B., Lee, J., Fitzgerald, H. N., & Oosterhoff, B. (2020, April 16). Who’s Listening? Predictors of Concern about COVID-19 and Preventative Health Behaviors. https://doi.org/10.31234/osf.io/c9rfg
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psyarxiv.com psyarxiv.com
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Conway, L. G., III, Woodard, S. R., Zubrod, A., & Chan, L. (2020, April 13). Why are Conservatives Less Concerned about the Coronavirus (COVID-19) than Liberals? Testing Experiential Versus Political Explanations. https://doi.org/10.31234/osf.io/fgb84
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- Jun 2016
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books.google.ca books.google.ca
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"Research suggests that avoidance of challenge may be related to motives and goals in somewhat complex ways. Elliott and Dweck (1988), in an experimental study, found that when children were oriented toward mastery goals they were more likely to choose tasks described as challenging and offering opportunities to learn, regardless of their level of perceived ability. But when students were oriented toward performance goals, they chose challenging tasks that served to enhance others' high opinions of their abilities only if they perceived their ability to be high. Children who perceived their ability to be low and were oriented toward performance goals, in contrast, tended to choose tasks described as easy but that would avoid unfavourable judgments of their ability. Some students may feel they are in a double-bind, preferring easy work that does not threaten their self-worth, yet taking on difficult tasks in order to demonstrate their competence or superiority... Elliot and Church (1997) found that performance-approach goals were positively associated with measures of both challenge-avoidance (fear of failure) and challence-seeking motives (achievement motivation). Avoidance of challenge, then appears, to be positively associated with performance-avoidance goals and negatively related with matery goals, but may have a more complex relationship with performance-approach goals."
In other words, the goal has to be to focus teaching and evaluation on the inculcation of mastery goals and the avoidance of situations in which students are encouraged to engage in performance-avoidance. Once they start engaging in performance avoidance, they then stop seeing challenge.
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Collectively, the results of our studies suggest that avoidance behavior is more common in schools and classrooms that emphasize performance goals, primarily by making ability differences between students and competition salient features of the learning environment. These results are intuitive. When students find themselves in learning environments that promote social comparison and make ability differences between students salient, it makes sense that they will be concerned with looking able compared to others. For those students who fear or expect that they may not compare favorably with their classmates, the adoption of strategies to avoid such negative social comparisons is to be expected."
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"...when students self-handicap, cheat, fail to seek help when they need it, and avoid the types of challenging and novel academic tasks that produce real learning, they are undermining their own learning and development. Over time, such behavior can produce a self-perpetuating cycle of academic failure and increased avoidance (Zuckerman, Kieffer, and Knee 1998)."
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Gheen and Midgely 1999 examined "how teachers' reports of social comparison practices related to avoiding novelty and chellenge. They found that teachers' reports of informative social comparison practices related to slightly higher levels of avoidance. However, these practices weakened the association between self-efficacy and avoiding novelty and challenge. In classrooms where teachers were high in their use of interstudent discussion about how to improve one's own work, low- and high-efficacy students were on a more equal footing when it came to avoiding novelty challenge. However, in classrooms where teachers reported using high levels of relative ability social comparison practices, low self-efficacy students' avoidance was higher than that of high self-efficacy students'"
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- Gheen and Midgley 1999 looked at classroom practices of sharing information about student work:
- Where work was shared to "see who got the right answer" (relative ability purposes) and
- to "get hints for when you have difficulty" (acquiring information purposes"
No surprise:
"They found that students' perceptions of the goal structure related to avoidance of novelty and challenge. When students perceived that their classrooms emphasized mastery goals, they reported lower levels of avoidance, but when they perceived their classrooms emphasized performance goals, they were more lilely to say that thei preferred to avoid novel and challenging work."
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Urdan, Tim, Allison M. Ryan, Eric M. Anderman, and Margaret H. Gheen. 2002. “Goals, Goal Stuctures, and Avoidance Behaviours.” In Goals, Goal Structures, and Patterns of Adaptive Learning, edited by C. Midgley, 55–85. Taylor & Francis.
Looks at four behaviours associated with performance avoidance: self-handicapping, avoidance of help seeking, preference for avoiding novelty, and cheating
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www.jstor.org www.jstor.org
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The Journal of Experimental Education, 2005, 73(4), 333-349 Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goa
Shim, Sungok, and Allison Ryan. 2005. “Changes in Self-Efficacy, Challenge Avoidance, and Intrinsic Value in Response to Grades: The Role of Achievement Goals.” The Journal of Experimental Education 73 (4): 333–49.
Studies the extent to which grades impact challenge avoidance. Makes a distinction between performance-avoidance goals and performance-approach goals. Argues that other literature has shown that only performance avoidance behaviour is maladaptive.
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Achievement goals were important to changes in motivational constructs around the receipt of grades in the classroom. As expected, the effects of a per formance-approach goal on changes in motivational constructs were moderated by grades. When students received high grades, a performance-approach goal was unrelated to changes in self-efficacy, desire to avoid challenge, or intrinsic value. However, when students received low grades, a performance-approach goal was related to decreased intrinsic value and increased desire to avoid chal lenge. Thus, although a performance-approach goal does not seem to have draw backs in the context of success, there are drawbacks when students experience setbacks
When students achieved low grades, a performance approach goal was related to decreased intrinsic value and increased desire to avoid challenge.
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in recent years, some researchers have concluded that it is only perfor mance-avoidance goals that have drawbacks and that performance-approach goals promote high achievement and do not affect motivation and engagement negatively
Performance avoidance is bad; performance approach motivation may be good.
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Preference to avoid challenging work. Preference to avoid challenging work (4 items) assesses students' desires for easy, familiar tasks (Urdan, Ryan, Ander man, & Gheen, 2002). Sample items are "I prefer doing work that does not make me think too hard" and "I prefer assignments that I know I can do rather than those that are a challenge." The measure was found to be reliable in our sample (a at Time 1 = .85; Time 2 = .85)
Survey questions on preference to avoid challenging work
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n recent years, some research has indicated that performance-ap proach goals are beneficial for achievement and do not affect motivation nega tively (see Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002). In particular, when the approach versus avoidance nature of performance goals is considered, performance-avoidance goals are maladaptive, whereas performance-approach goals are often positively associated with achievement and show a positive or neutral relation to motivation
Performance approach goals are beneficial for achievement and do not affect motivation negatively, as opposed to performance-avoidance goals.
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udy, a mastery goal is positively associated and a performance-avoidance goal is nega tively associated with self-efficacy, challenge-seeking, and intrinsic value (Mid dleton & Midgley, 1997; Pajares, Britner, & Vahante, 2000; Skaalvik, 1997).
Mastery goals are positively associated with "self-efficacy, challenge-seeking, and intrinsic value"; performance avoidance goals are negatively associated with these same values.
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contrast, a performance goal concerns a focus on demonstrating competence. Performance goals can be distinguished as either approach or avoidant (Elliot & Church, 1997; Middleton & Midgley, 1997; Skaalvik, 1997). A performance-approach goal concerns a focus on gaining favorable judgments of one's ability, and a performance-avoid ance goal concerns a focus on avoiding negative judgments of one's ability. Achievement goals represent disparate purposes for involvement regarding aca demic tasks and, as such, have been linked to different achievement-related processes and outcomes
Performance-approach goals focus on gaining a favourable judgement;
Performance-avoidance goal concerns a focus on avoiding negative judgements.
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serval.unil.ch serval.unil.chREF1
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. First,although grading has been shown to provoke challenge avoidance(Harter, 1978
Grading has been shown to provoke challenge avoidance behaviour
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