Peer cooperation and competition are both positively linked with mastery-approach goals: An achievement goal perspective.

Abstract

Background: Research on the predictors of mastery-approach goals has focused primarily on the role of internal psychological and teacher-related factors. However, the role of one's peers, specifically peer cooperation and competition, has seldom been explored.

Aims: Peer cooperation and competition could be studied at either the individual- or school-level. The present study examined whether individual-level and school-level peer cooperation and competition were associated with mastery-approach goals.

Sample: Data came from 565,732 students nested within 20,227 schools across 75 countries.

Methods: Doubly latent multilevel structural equation modelling was used. We modelled peer cooperation and competition at both the individual and school levels.

Results: In line with expectations, both individual-level and school-level peer cooperation were positively associated with mastery-approach goals. Surprisingly, individual and school-level peer competition were also positively linked with mastery-approach goals. It seems that viewing competition as purely maladaptive might be an oversimplification, as competition among peers might also facilitate self-improvement and mastery.

Conclusion: This study highlights the importance of peers in students' pursuit of mastery-approach goals. Furthermore, it emphasizes the importance of peer cooperation and the need for a more nuanced consideration of peer competition.