CURRRENT TRENDS
There have been two major approaches in the last 25 years. The first is Martin Ford’s motivational systems theory. This theory proposes that goal-setting, self-efficacy, and emotions interact to provide motivation. The process is primarily intrinsic. The second approach is goal-orientation theory, espoused by Dweck and others. In this theory, an individual’s behavior is motivated by the outcome desired. If a person wants to master an activity, the goal is learning and self-improvement. On the other hand, if an individual is performance motivated, the goal is to be seen by others as capable. This can take the form of a desire for the best grade in class or merely the desire to avoid failure.
Goal-orientation also takes into account an individual’s perception of their intelligence. If a person views intelligence (capability for learning) as fixed, performance goals are common. On the other hand, if a person believes intelligence can be enhanced through study and effort, goals are more often oriented towards mastery rather than performance.
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STRENGTHS OF GOAL THEORY
• Account for effects of emotion as well as self-efficacy
• Rooted in social cognition theory, a major theme of current research
WEAKNESSES OF GOAL THEORY
• Emphasis on supporting motivation to achieve goals; apparently less research on goal orientation and coping with failure
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ARTICLES
Brdar, D., Rijavek, M., and D. Loncaric (2006). Goal-orientations, coping with school failure and school achievement. European Journal of Psychology of Education, Vol. XXI, nº 1, 53-70
Campbell, M. (2007). Motivational Systems Theory and the Academic Performance of College Students, Journal of College Teaching & Learning, v4 n7 p11-24
Darnon, C., Dompnier, B., Gillieron, O. and Fabrizio Butera. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, Vol. 102, No. 1, 212–222
Hoyert, M. and C. O’Dell. (2009). Goal-orientation and Academic Failure in Traditional and Nontraditional Aged College Students. College Student Journal, Part A, Vol. 43, Issue 4
Radosevich, D.J., Vaidyanathan, V.T., Sheau-yuen Yeo, and Deirdre M. Radosevich (2004). Relating goal-orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, (29) 207–229.
Seifert, K and Rosemary Sutton. (2011). Educational Psychology, Retrieved from http://globaltext.terry.uga.edu/booklist?cat=Education, Chapter 6. Student motivation, (pp. 110-113).
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KEY TERMS
Achievement Goal Theory - Achievement goals refer to the cognitive representations of desired, competence-related outcomes in achievement contexts and have generally been divided into mastery and performance goals.
Mastery Goal - the desire to acquire knowledge (rather than just to perform well on a test, for example).
Performance-Approach Goal - striving to do better than others
Performance-Avoidance Goal - striving to avoid doing worse than others
There have been two major approaches in the last 25 years. The first is Martin Ford’s motivational systems theory. This theory proposes that goal-setting, self-efficacy, and emotions interact to provide motivation. The process is primarily intrinsic. The second approach is goal-orientation theory, espoused by Dweck and others. In this theory, an individual’s behavior is motivated by the outcome desired. If a person wants to master an activity, the goal is learning and self-improvement. On the other hand, if an individual is performance motivated, the goal is to be seen by others as capable. This can take the form of a desire for the best grade in class or merely the desire to avoid failure.
Goal-orientation also takes into account an individual’s perception of their intelligence. If a person views intelligence (capability for learning) as fixed, performance goals are common. On the other hand, if a person believes intelligence can be enhanced through study and effort, goals are more often oriented towards mastery rather than performance.
______________________________________________________________________________________________________________________________________________
STRENGTHS OF GOAL THEORY
• Account for effects of emotion as well as self-efficacy
• Rooted in social cognition theory, a major theme of current research
WEAKNESSES OF GOAL THEORY
• Emphasis on supporting motivation to achieve goals; apparently less research on goal orientation and coping with failure
______________________________________________________________________________________________________________________________________________
ARTICLES
Brdar, D., Rijavek, M., and D. Loncaric (2006). Goal-orientations, coping with school failure and school achievement. European Journal of Psychology of Education, Vol. XXI, nº 1, 53-70
Campbell, M. (2007). Motivational Systems Theory and the Academic Performance of College Students, Journal of College Teaching & Learning, v4 n7 p11-24
Darnon, C., Dompnier, B., Gillieron, O. and Fabrizio Butera. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, Vol. 102, No. 1, 212–222
Hoyert, M. and C. O’Dell. (2009). Goal-orientation and Academic Failure in Traditional and Nontraditional Aged College Students. College Student Journal, Part A, Vol. 43, Issue 4
Radosevich, D.J., Vaidyanathan, V.T., Sheau-yuen Yeo, and Deirdre M. Radosevich (2004). Relating goal-orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, (29) 207–229.
Seifert, K and Rosemary Sutton. (2011). Educational Psychology, Retrieved from http://globaltext.terry.uga.edu/booklist?cat=Education, Chapter 6. Student motivation, (pp. 110-113).
______________________________________________________________________________________________________________________________________________
KEY TERMS
Achievement Goal Theory - Achievement goals refer to the cognitive representations of desired, competence-related outcomes in achievement contexts and have generally been divided into mastery and performance goals.
Mastery Goal - the desire to acquire knowledge (rather than just to perform well on a test, for example).
Performance-Approach Goal - striving to do better than others
Performance-Avoidance Goal - striving to avoid doing worse than others