Goal Theory & Motivation

• Are more likely to compare themselves to others

Learning situations where I have held these different goal orientations:

• Mastery goal: When I was in high school, I took a calculus class. I was always good at math, but calculus was challenging. I was determined to learn the material and do well in the class. I spent a lot of time studying and doing practice problems. I also asked my teacher for help when I needed it. I ended up getting an A in the class, and I was very proud of myself for achieving my goal.

• Performance goal: When I was in college, I took a public speaking class. I was very nervous about public speaking, and I was worried about being judged by my classmates. I focused on memorizing my speeches and delivering them perfectly. I was more concerned about getting a good grade than I was about learning the material. I ended up getting a B+ in the class, but I was not happy with my performance. I felt like I had not learned as much as I could have.

What helped or hindered my performance:

• Mastery goal: My mastery goal in calculus class helped me to succeed. I was motivated to learn the material and to improve my skills. I was also willing to put in the hard work necessary to achieve my goal.

• Performance goal: My performance goal in public speaking class hindered my performance. I was too focused on getting a good grade and not focused enough on learning the material. I also felt a lot of pressure, which made it difficult to perform my best.

Conclusion

Mastery goals are more beneficial for student learning than performance goals. Students with mastery goals are more likely to be engaged and motivated in their learning. They are also more likely to persist in the face of setbacks. Teachers can help students to develop mastery goals by creating a supportive learning environment and by providing students with opportunities to challenge themselves and to grow.

Behaviors and attitudes that distinguish students with mastery goals and students with performance goals:

Students with mastery goals:

• Are focused on learning and improving their skills
• Are willing to challenge themselves and take risks
• Persist in the face of setbacks
• Value feedback and use it to improve their performance
• Are motivated by their own internal standards

Students with performance goals:

• Are focused on outperforming others
• Are more likely to avoid challenges and take the easy way out
• Give up more easily when faced with setbacks
• Are more likely to be motivated by external rewards and punishments