The impact of achievement goal states on working memory

The present study examines the influence of achievement goal states on working memory under varying executive load. Seventy-six
undergraduate students were randomly assigned to either a mastery-approach condition (goal was to develop self-referential
competence), a performance-approach condition (goal was to demonstrate normative competence) or a control condition (no goal
assigned) prior to completing the N–Back working memory task. Analyses revealed achievement goal effects on working memory under high executive load (3-back) but
not under the less demanding loads (1-back, 2-back). Under high load, pursuit of a performance-approach goal resulted in poorer
working memory processing than pursuit of a mastery-approach goal or no-goal control. Findings are unlikely to be confounded
by cognitive ability, working memory capacity or state-anxiety. Contributions to the motivation–cognition interface and suggestions
for future research are discussed.