Goal Theory & Motivation

Full Answer Section

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

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

Students with mastery goals:

• Are more likely to be focused on learning and understanding the material than on getting good grades.
• Are more likely to engage in challenging tasks, even if they are difficult.
• Are more likely to seek help from their teacher when they don't understand something.
• Are more likely to reflect on their learning and identify areas where they need to improve.
• Are more likely to be motivated by their own internal standards of excellence than by the external standards of others.

Students with performance goals:

• Are more likely to be focused on getting good grades and avoiding looking bad than on learning and understanding the material.
• Are more likely to avoid challenging tasks, especially if they think they might fail.
• Are less likely to seek help from their teacher when they don't understand something.
• Are less likely to reflect on their learning and identify areas where they need to improve.
• Are more likely to be motivated by the external standards of others, such as their parents, teachers, and peers, than by their own internal standards of excellence.

Learning situations where I have held these different goal orientations

I have held both mastery goals and performance goals in different learning situations. For example, when I was in high school, I was very motivated to get good grades in my math classes. I wanted to be accepted into a good college, and I knew that my math grades would be important. I often avoided challenging math problems because I was afraid of failing. I was also more likely to memorize information for math tests than to really try to understand it.

However, in my English classes, I was more motivated to learn and understand the material. I loved reading and writing, and I was interested in the topics that we were studying. I was more likely to engage in challenging English assignments, even if they were difficult. I also sought help from my English teacher when I didn't understand something.

What helped or hindered my performance

In my math classes, my performance was hindered by my focus on getting good grades rather than on learning and understanding the material. I was more likely to memorize information for tests than to really try to understand it. This meant that I had a harder time applying what I had learned to new situations.

In my English classes, my performance was helped by my focus on learning and understanding the material. I was more likely to engage in challenging assignments and to seek help from my teacher when I didn't understand something. This meant that I had a deeper understanding of the material and was able to apply what I had learned to new situations.

Conclusion

Mastery goals and performance goals are two different types of goals that can motivate students' behavior and learning in classrooms. Students with mastery goals are motivated to learn and improve their skills. Students with performance goals are motivated to perform well and outperform their peers.

Both types of goals can be helpful for student learning, but mastery goals are generally more beneficial. Students with mastery goals are more likely to engage in deep learning strategies, which can lead to better understanding and retention of the material.

Teachers can help students to develop mastery goals by creating a supportive learning environment where students feel comfortable taking risks and making mistakes. Teachers can also provide students with opportunities to challenge themselves and to reflect on their learning.

Sample Answer

Students with mastery goals are motivated to learn and improve their skills. They are focused on understanding the material and developing their own competence. Students with mastery goals are more likely to engage in deep learning strategies, such as seeking help from their teacher when they don't understand something, working on challenging tasks, and reflecting on their learning.

Students with performance goals are motivated to perform well and outperform their peers. They are focused on getting good grades and avoiding looking bad. Students with performance goals are more likely to engage in surface learning strategies, such as memorizing information for tests and trying to impress the teacher.