A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing

Abstract In this paper, we present a meta-analysis of the motivational and performance effects experimentally induced achievement goals moderating goal standard framing ; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach performance-avoidance no-goals, mastery-approach enhanced performance, but not motivation. With regards used in inducement, related better than goals, when were based on task-referenced standards or social comparison was as for inducing goals. more beneficial by means content. We therefore conclude that should be taken into consideration research practice.