Part 2: Learning Styles Some students see intelligence as something that can gro
ID: 456032 • Letter: P
Question
Part 2: Learning Styles Some students see intelligence as something that can grow as one learns – they tend to develop a mastery orientation of motivation by a desire to learn and improve. Other students see intelligence as fixed – they tend to develop a performance orientation of motivation by a desire to perform well. Review the text’s discussion of the different ways in which students respond to the challenges of schooling (see pages 447-448). Reflect on your own learning experiences...
Question 3: Identify whether you have adopted a mastery or performance orientation of motivation. Explain and give at least one example from your own learning experiences that led you to draw this conclusion.
Question 4: Think back to the “What Makes Us Tick” assignment. Identify whether your informant has adopted a mastery or performance orientation. Explain and give at least one example from your interview that led you to draw this conclusion.
Explanation / Answer
3. I have adopted a mastery orientation of motivation. I have a desire to learn and improve. My focus is on the process of learning and not on the outcome in the form of grades. My focus is on achieving competency and not on competing with my classmates.
An example from my own learning experience: When i was introduced to the subject of probability for the first time, my focus was on learning the new concepts and understanding the basics of the subject. I never attempted to learn the new topics and concepts in probability with the objective of getting good grades. My objective was to master the topic and learn the concepts in a systematic manner. When the emphasis is on the learning process, the attention is not so much on the end result, but rather on the process only. By adopting a mastery orientation i got a firm grip on the topic.
4. My informant has adopted a performance orientation of motivation. From the interview it was clear that the informant was focused on getting good grades and competing with others. The focus of the informant was to demonstrate his competence relative to others. For example he wanted to outperform others in the class. The focus was not on the process but on the end result. His approach was with a focus on getting good results compared to others and the focus was never on the learning process itself.