Journal Article10.1037/0022-3514.85.3.541
Clarifying Achievement Goals and Their Impact.
Heidi Grant,Carol S. Dweck +1 more
1.4K
TL;DR: In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized.
read more
Abstract: The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a “boost” to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Greater Cognitive Effort for Better Learning: Tailoring an Instructional Design for Learners with Different Levels of Knowledge and Motivation
TL;DR: The present review examines literatures on the effects of instructional design, motivation, emotional state, and expertise level on cognitive load and cognitive effort, which ultimately affect working memory performance and learning.
The effects of situational goal orientation and cultural learning values on team performance and adaptation to change
Esther Unger-Aviram,Miriam Erez +1 more
TL;DR: In this paper, the authors examine the unique effects of situational goal orientation and cultural learning values on team adaptation to change and the moderating role of cultural learning value in the relationship between goal orientations and team performance and adaptation.
23
An identity systems perspective on high ability in self-regulated learning
TL;DR: In this article, the theoretical implications of having high ability and being labeled as highly able to engage in self-regulated learning are considered. But they do not consider the role of self-regulation.
23
Comparing and Validating Measures of Character Skills: Findings from a Nationally Representative Sample
TL;DR: This paper found that survey effort measures of character skills, in particular measures of careless answering in surveys, show great promise for being good proxy measures of relevant non-cognitive skills, such as conscientiousness, grit, self-control, and a growth mindset.
Performing under challenge: The differing effects of ability and normative performance goals.
TL;DR: In this article, the effects of ability performance goals, normative performance goals and mastery goals on anxiety, interest, and performance were examined in a series of experiments with early adolescents and college students.
22
References
Assessing Coping Strategies: A Theoretically Based Approach
TL;DR: A multidimensional coping inventory to assess the different ways in which people respond to stress was developed and an initial examination of associations between dispositional and situational coping tendencies was allowed.
11.8K
A social-cognitive approach to motivation and personality
Carol S. Dweck,Ellen L. Leggett +1 more
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Motivational and self-regulated learning components of classroom academic performance.
TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.
Classrooms: Goals, structures, and student motivation.
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
6.5K
The role of goal orientation in self-regulated learning.
Paul R. Pintrich
- 01 Jan 2000
TL;DR: In this paper, a general framework of mastery and performance goals is proposed to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning.
4.9K