1. MOTIVATIONAL BELIEFS, GOALS AND PATTERNS Damon Burton University of Idaho

2. GOAL MODEL OF MOTIVATION (A ntecedents) (Consequences) Beliefs about Goal Motivational Talent Orientations Patterns Talent Orientations Patterns 1.Capacity Ego-Involved Success- & or Outcome Failure-Oriented or Outcome Failure-Oriented 2.Learning Task-Involved Performance- or Performance Oriented or Performance Oriented

3. BELIEFS ABOUT TALENT & INTELLIGENCE Capacity beliefs – intelligence and sport ability are fixed and unchangeable.  The worst thing is to look dumb or incompetent  Talent is measured now and far into the future. Learning beliefs – intelligence and talent are changeable and controllable.  The worst thing is to not learn.  Talent is measured for the present but not for the future.

4. ROLE OF EFFORT IN TALENT BELIEFS Capacity beliefs – high ability means you shouldn’t have to work hard.  They feel smart when others struggle.  They perceive a negative relationship between effort and performance. Learning beliefs – hard work always is necessary to reach your potential.  They feel smart when they help others or bring out the best in others.  They perceive a positive relationship between effort and performance.  Effort will get your somewhere better as long as you work hard.

5. BELIEFS-GOAL RELATIONSHIPS Outcome Goals Outcome Goals Performance Goals Outcome Goals Outcome Goals Performance Goals Low Challenge High Challenge High Challenge Low Challenge High Challenge High Challenge Capacity 50% 32% 18% Learning 10% 29% 61%

6. BELIEFS PREDICT JUNIOR HIGH TRANSITION 7 th grade important transition that is stressful to adolescents because work gets suddenly harder, work gets suddenly harder, workload becomes greater, workload becomes greater, grading is more stringent, grading is more stringent, grades become more important and grades become more important and instruction is less personalized. instruction is less personalized.

7. HENDERSON & DWECK (1990) Predicted that capacity belief kids would show helpless responses to new environment Doubt their intellectual ability in the face of failure, More anxiety about schoolwork Achieve at a lower level compared to peers

8. HENDERSON & DWECK (1990) Capacity belief kids showed a marked decline in class standing. High achievers in 6 th grade were now low achievers Learning belief kids showed the most impressive gains in class standing, particularly those with low confidence in their intelligence

9. IMPACT OF BELIEFS ON FAILURE RESPONSES Learning Capacity Depressed Learning Capacity Depressed Group Group Group Group Group Group Global Self-Putdown 2 7 6 Intellectual Blame 3 8 7 Negative Affect 4 8 8.5

10. ROBINS & PALS (1998) Beliefs did predict goals valued. Capacity belief students blamed their failure on low ability, felt distressed and ashamed about their GPAs and gave up in challenging situations. Beliefs were stable across 3 years (r =.64)

11. ARONSON (1998) “Stereotype threat” is when members of a stigmatized group feel threatened when they think they’re in danger of confirming a negative group stereotype. When students believe the ability in question is malleable, or when they are trained to have learning beliefs, the harmful effects of stereotype threat are reduced.

12. HOW ARE BELIEFS DEVELOPED? Feedback patterns have a major impact on beliefs. If feedback focuses on traits (e.g., you’re very talented) to explain success or lack of talent to explain failure, capacity beliefs develop. If feedback focuses on effort and strategy as the keys to success and failure, learning beliefs develop

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