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.
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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.
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Citations
Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects—practical relevance as a potential mediator
TL;DR: In this paper, the authors investigated the relation between mastery goal structures and the two motivational outcomes mastery goals and self-efficacy in a sample of 1434 Austrian vocational students (64.3% female) in five subjects (accounting, business administration, English, German, and mathematics).
Why teachers want to leave? The roles of achievement goals, burnout and perceived school context
TL;DR: In this paper, the authors examine how achievement goals, burnout, and school context relate to beginning teachers' turnover intention in China and find that teachers' mastery goals and performance-avoidance goals are negatively and positively related to their turnover intention because of burnout.
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Attitudes and Beliefs Toward Computerized Cognitive Training in the General Population.
TL;DR: The need for future research regarding the general population’s beliefs and attitudes toward CCT, along with knowledge translation for relevant stakeholders, is suggested.
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Carol S. Dweck,Ellen L. Leggett +1 more
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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
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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