1. Goal Orientation Theory EDU 330: Educational Psychology Daniel Moos, PhD

2. Goal Orientation: Introduction “Whereas other motivational theories (e.g., attribution theory) examine students' beliefs about their successes and failures, goal orientation theory examines the reasons why students engage in their academic work.”

3. Goal Orientation: Mastery Mastery: Goal is to truly understand or master the task at hand; students who are mastery-oriented are: 1. Interested in self-improvement 2. Tend to compare their current level of achievement to their own prior achievement Approach: Interested in truly mastering an academic task Avoidance: Interested in avoiding misunderstanding the task

4. Goal Orientation: Performance Performance: Goal is to demonstrate their ability compared to others. Students who are performance-oriented: 1. Are interested in competition 2. Are interested in demonstrating their competence, and outperforming others 3. Tend to use other students as points of comparison, rather than themselves. Approach: Interested in demonstrating that they are more competent than other students (i.e., have more ability than others Avoidance: Interested in avoiding appearing incompetent or stupid

5. Goal Orientation: Mastery/Performance Can hold multiple goals simultaneously Individual differences Gender differences?

6. Goal Orientation: Mastery/Performance Brady’s goal in Spanish class is to become fluent in the language because he is interested in the language and wants to be able to converse with others and read Spanish literature. Mastery approach Allie’s goal in Science class is to avoid appearing incompetent Performance avoid Sam’s goal in Math class is to demonstrate to his teacher and to other students that he is the best in the class Performance approach Amanda’s goal in Language Arts class is to avoid misunderstanding the grammatical lessons presented by her teacher. Mastery avoid

7. Goal Orientation: Effect on learning (I) Performance-avoidance goals result in few benefits Performance-approach goals may have adaptive value (positively associated with task value, academic self-concept, effort, and achievement)

8. Students who adopt higher levels of performance-approach goals more likely to earn a higher grade BUT: they also have less interest by the end of the semester Students who adopt mastery goals tend to demonstrate increased interest. Results suggest that it could be that performance-approach and mastery goals serve two ends for the student—achievement and interest. Others have questioned the benefits of encouraging performance-approach goals If students are encouraged to evaluate their performance against norms, then inevitably some will be left out. For every student who achieves above the norm, one falls below it. Goal Orientation: Effect on learning (II)

9. What classrooms practices do you think promote performance goals? (avoidance/approach) Mastery goals? (avoidance/approach) Goal Orientation: Effect on learning (III)