In its discussion of motivation, the textbook describes mastery goals, performan
ID: 3460149 • Letter: I
Question
In its discussion of motivation, the textbook describes mastery goals, performance-approach goals, and performance-avoidance goals.
a. In a short paragraph, explain how these three types of goals are different.
b. Describe four ways in which students with mastery goals and those with performance goals (especially those with performance-avoidance goals) are likely to think and/or act differently. c. List three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.
Explanation / Answer
a)ANS:
Mastery goals:Mastery oriented goals are defined in terms of a focus on learning, mastering the task according to self-set standards or self-improvement. It also encompasses developing new skills, improving or developing competence, trying to accomplish something challenging and trying to gain an understanding or insight.
Performance-appproach goals: The work of early goal theorists contrasted two types of goal orientations: mastery, which is a desire to acquire additional knowledge or master new skills, and performance, which is a desire to demonstrate high ability and make a good impression.
Performance–avoidance goals: Focused on avoiding incompetence relative to others(the desire to avoid performing more poorly than others do) have been shown to have consistently deleterious effects on performance but the effects of performance-approach goals (trying to outperform others) are more complex.
b)ANS:
Everyone sets goals. But, what most people don't realize is that the type of goals you set can have a major impact on your long term performance.The most basic type of goal is known as a performance goal. These are goals that are directly correlated to an outcome.These goals can be great in the short term, but they also have some downsides.
c)ANS:
Teach adaptive learning strategies:
Example: Model how students should plan, monitor and evaluate their science learning.
Model the commitment to learning and understanding that you want your students to exhibit:
Example: Approach learning with a positive attitude, and a willingness to take risks. Model the use of effective learning strategies when encountering challenging tasks.
Performance goals by their nature are rather shallow.
Performance goals also tend to undermine long-term performance. If you hit your initial goal, you become less motivated to continue towards excellence (after all you hit your goal). And if you don't hit your initial goal, you become discouraged and de-motivated because your self-worth is based on external inputs.
On the other side of the goal-setting coin are what's know as mastery goals. A mastery goal is when you set out to become the best you can be at a single task.
Mastery goals are more effective because your satisfaction isn't related to external indicators. Therefore you're less apt to give up in difficult circumstances, and you persevere through setbacks
Mastery goals are always just beyond reach. This makes motivation over the long term easier to maintain. They're like a line that's asymptote. The curve of the line gets closer to the goal, but you never quite reach it. There is always something to strive for.
People that reach the pinnacle of their skills rarely set performance goals. They're more interested in competing with themselves, than gaining external feedback and validation. This orientation allows them to compete at a higher level over a longer period of time.
With Mastery goals there's always something to strive for. Even if it's as simple as being better at something tomorrow, than you were today.
Manipulated performance-approach goals lead to better performance than do performance-avoidance goals in the absence of uncertainty about performance but when participants learn that a coactor disagreed with them about problem solutions, creating uncertainty, performance-approach goals do not differ from performance-avoidance goals in their effect on performance.
Performance--Avoidance goals are goals in which individuals can be negatively motivated to try to avoid failure and to avoid looking incompetent.
Focus attention on students effort and strategy use, not on abilities or intelligence:
Example: When a student succeeds, praise that student’s effort and their use of strategies to achieve their goal. In addition, when a student fails, give constructive feedback about effort and strategy use.Emphasize that success is related to one’s effort.
Encourage student involvement and a sense of personal responsibility:
Example: Encourage all students to participate during class discussions or when you ask a question
Foster the establishment of realistic, but challenging goals:
Example: Rather than praising students for doing well on easy tasks emphasize the rewards of completing challenging tasks.
De-emphasize the negative consequence of making errors:
Example: Emphasize that making mistakes are part of the learning process, and that making mistakes help students improve their skills.
Decreased emphasis on social comparison:
Example: Do not post students grades in public spaces. Instead, if your students did well on an assignment or task, recognize them by saying, “it is good to see you taking responsibility for your learning this week.”.