The addiction is more motivating than the fear of possible long-term medical consequences, so the less-motivating idea is minimized and discounted. Most of us believe ourselves to be intelligent and rational, and the idea of doing something self-destructive causes dissonance. Another application of cognitive dissonance occurs in the case of effort justification. Dissonance is aroused whenever individuals voluntarily engage in an unpleasant activity to achieve some desired goal; this dissonance can be reduced by exaggerating the desirability of the goal.
The more time, money, or effort someone invests in an activity, the more they will convince themselves that they made a wise choice and that their efforts were worth it.
A child who has to work and save for a bicycle, for example, will value it more and take better care of it than if the bicycle was given as a gift, with no effort on the part of the child. Skip to main content. Part II: Educational Psychology. Search for:. Achievement and Cognition in Motivation Cognitive and achievement approaches to motivation examine how factors like achievement goals and cognitive dissonance influence motivation.
People are motivated by different goals related to achievement, such as mastery or performance goals. Mastery goals are a form of intrinsic motivation that tend to be associated with the satisfaction of mastering the material at hand. Summary Achievement. Personality Factors High-achievement motivation tends to lead to particular personality features. These include persistence, ability to delay gratification, and competitiveness: Persistence: High achievers tend to be very persistent and work hard to attain goals they set for themselves.
Ability to delay gratification: High achievers tend to have a greater ability to delay gratifying their impulses in the short term in order to reach long-term goals. Competitiveness: High achievers tend to select careers that give them opportunities to compete with other people. Self-Fulfilling Prophecies Expectations can result in self-fulfilling prophecies. High Achievers Prefer Moderately Difficult Tasks People with a high need for achievement tend to prefer moderately difficult tasks.
Popular pages: Motivation. Take a Study Break. Mastery-avoidance goals represent striving to avoid absolute or intrapersonal incompetence, for example, striving not to do worse than one has done previously. Performance-approach goals represent striving to approach interpersonal competence, for example, striving to do better than others. Performance-avoidance goals represent striving to avoid interpersonal incompetence, for example, striving to avoid doing worse than others.
These achievement goals are posited to have an important and direct impact on the way people engage in achievement activities and, accordingly, the outcomes they incur. Broadly stated, mastery-approach and performance-approach goals are predicted to lead to adaptive behavior and different types of positive outcomes e.
Mastery-avoidance and, especially, performance-avoidance goals, on the other hand, are predicted to lead to maladaptive behavior and negative outcomes such as selecting easy instead of optimally challenging tasks, quitting when difficulty or failure is encountered, and performing poorly. A substantial amount of research over the past decade has supported these predictions.
Other variables are needed to explain why people orient toward different definitions and valences of competence in the first place, and why they adopt particular types of achievement goals. These variables are not posited to have a direct influence on achievement outcomes, but they are expected to have an indirect influence by prompting achievement goals that, in turn, exert a direct influence on achievement outcomes.
The need for achievement is predicted to lead to mastery-approach and performance-approach goals, whereas fear of failure is predicted to lead to mastery-avoidance and performance-avoidance goals. The need for achievement and fear of failure are posited to have an indirect influence on achievement outcomes through their impact on achievement goal adoption.
A number of empirical studies have provided evidence in support of these predictions, as well as many other hierarchically based predictions involving other higher-order variables derived from the model.
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