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Behaviors and attitudes of students with performance goals

Students with performance goals are motivated to look good and outperform others. They are typically more concerned with getting good grades and avoiding failure than with learning and improving their skills.

Here are some specific behaviors and attitudes that distinguish students with performance goals:

• They may avoid challenging tasks or give up easily if they think they might fail.
• They may focus on memorizing information and cramming for exams rather than developing a deep understanding of the subject matter.
• They may be more likely to cheat or plagiarize in order to get good grades.
• They may be more competitive and less likely to help their classmates.
• They may be more likely to feel anxious and stressed about school.

Learning situations where I have held different goal orientations

I have held both mastery goals and performance goals in different learning situations. For example, when I was learning to play the piano, I had a mastery goal. I was motivated to learn and improve my skills, even though I knew it would take a lot of practice. I was willing to put in the effort and persevere when I made mistakes. I was also focused on my own improvement rather than comparing myself to other piano players.

On the other hand, when I was taking a math class in high school, I had a performance goal. I was motivated to get good grades in order to get into a good college. I was more concerned with memorizing formulas and passing exams than with developing a deep understanding of math concepts. I was also more likely to compare myself to my classmates and feel anxious about my performance.

Factors that helped or hindered my performance

The following factors helped my performance when I had a mastery goal:

• I was interested in the subject matter and enjoyed the challenge of learning new things.
• I was willing to put in the effort and persevere when faced with difficulties.
• I was focused on my own improvement rather than comparing myself to others.
• I had a supportive teacher who encouraged me to learn and grow.

The following factors hindered my performance when I had a performance goal:

• I was more concerned with getting good grades than with learning and improving my skills.
• I was more likely to memorize information and cram for exams rather than developing a deep understanding of the subject matter.
• I was more likely to compare myself to my classmates and feel anxious about my performance.
• I had a teacher who focused on competition and grades rather than on learning and growth.

Conclusion

Mastery goals are generally more beneficial for student learning and well-being than performance goals. Teachers can help students to develop mastery goals by creating a supportive learning environment, providing challenging tasks, and encouraging students to focus on their own improvement.