Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions

Senko, Corwin; Hulleman, Chris S.; Harackiewicz, Judith M.

doi:10.1080/00461520.2011.538646

Cited by 647 publications

(631 citation statements)

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“…Researchers originally conceptualized mastery goals as a superior goal orientation compared to performance goals. Evidence has supported this view, in that mastery goals have been consistently related to a wide variety of positive educational outcomes, including greater persistence, situational interest, help seeking, self-directed learning, positive emotion, task value, and engagement in collaboration (Senko, Hulleman, & Harackiewicz, 2011). However, both mastery and performance goal orientations show mixed relationships to performance outcome (Senko et al, 2011), though some researchers note that for complex tasks, mastery goals are related to higher performance (Belenky & Nokes-Malach, 2011).…”

Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 98%

Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 99%

“…Some evidence from the medical and other professional fields shows mixed results regarding students' attitudes toward peer assessment and evaluation (Patton, 2012; van Zundert et al, 2010). Similarly, while little research has directly investigated the influence of achievement goals on engagement in PBL (Scott, 2014), theorists hypothesize that students with mastery goals are more open to collaborative learning environments, and those with performance goals approach such environments with greater caution and reserve (Senko et al, 2011). In a recent multilevel analysis examining the design effects of the PBL environment, Scott (2014) tested whether AGO predicts several outcomes in a PBL environment, including self-directed learning (SDL) and perceptions of the learning environment.…”

Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 99%

“…Therefore, it is hypothesized that performance-approach and performanceavoidant orientations will positively relate to feelings among medical students that scores from peer assessment are not fair, but there is no hypothesized relationship between mastery orientations and perceptions of grade fairness. Research also suggests that mastery-oriented students actively engage with collaborative environments and seek out feedback, since feedback facilitates learning, whereas performanceoriented students are less inclined to seek feedback or are more guarded in such environments, since negative feedback is associated with the cost of appearing incompetent in front of others (Crommelinck & Anseel, 2013;Gardner, 2006;Payne et al, 2007;Senko et al, 2011). Since the CPR system requires collaboration, in that it requires students to review each other's work and provide each other with detailed formative feedback, mastery orientation is hypothesized to relate to positive judgments of learning and both performance-goal orientations are hypothesized to relate to negative judgments of learning from CPR cases.…”

Section: The Current Studymentioning

confidence: 99%

“…In contrast, research on the influence of performance goals shows a less consistent relationship to outcomes. Performance goals are sometimes associated with lower achievement on tasks, and sometimes appear to be related to other outcomes such as test anxiety and low effort, prompting researchers to more closely examine the dimensions of performance goals (Senko et al, 2011).to more thoroughly explain achievement goals, researchers have expanded goal orientation to include not only how individuals frame goals during learning, but also the valence of individual approaches to learning (Elliot & McGregor, 2001). Specifically, this 2X2 Achievement Goal Orientation (AGO) framework has four positions, mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance.…”

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confidence: 99%

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Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Abercrombie¹,

Parkes²,

McCarty³

2015

Interdisciplinary Journal of Problem-Based Learning

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This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review tM . First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students' perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient's presentation using a peer feedback-rich web-based PBL environment is somewhat dependent on student motivation. Theoretical and practical implications, in terms of problem-based learning environments in medical education, are discussed.Keywords: medical education, achievement goal orientation, mastery goals, performance goals, judgments of learning, grading fairness, PBL, patient notes, structural equation modeling, Calibrated Peer Review IntroductionThe motivation for learning in problem-based learning (PBL) has been well researched at the level of the tutorial group where students are motivated to learn by interactive discussion of an interesting problem (Dolmans & Schmidt, 2006). This study looks at individual motivation to achieve in a PBL setting using an electronic learning platform. Calibrated Peer Review tM (CPR) is a web-based, writing-centered learning and peer-evaluation system that can be adapted for use in any discipline (Chapman & Fiore, 2001). The use of CPR in the current study engaged students in the learning processes characteristic of problem-based learning (PBL), including providing an authentic simulated experience modeling professional practice with high-fidelity, engagement in ill-defined problem solving, and reflection (Barrows, 1996). CPR is an example of how PBL can be used in an online context; additionally, since it provides an electronic record, it has the potential to provide insight into both the learning processes and achievement outcomes of PBL.In this study, CPR was used for medical students' note writing about patients during an Objective Structured Clinical Exam (OSCE). Research suggests that the way that students approach PBL environments might be affected by motivational characteristics, such as achievement goal orientation (Crommelinck & Anseel, 2013;Scott, 2014; teunissen et al., 2009). The purpose of this investigation was to test whether achievement goal orientation is predictive of motivational and learning processes occurring during CPR cases, including perceptions of grade fairness, judgments of learning, and scoring accuracy. Problem-Based Learning and Calibrated Peer ReviewProblem-based learning (PBL) has been utilized in medical education for nearly a half-century, in order to provide a more student-centered learning environment compared to the traditional lecture-based curricula (Barrows, 1996); and although results are mixed, some research indicates th...

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Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 98%

Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 99%

Section: Achievement Goal Orientation and Peer Assessment Systemsmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Abercrombie¹,

Parkes²,

McCarty³

2015

Interdisciplinary Journal of Problem-Based Learning

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Motivation and Classroom Learning

Anderman

Gray

Chang

2012

Handbook of Psychology, Second Edition

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Development of Achievement Motivation and Engagement

Wigfield

Eccles

Fredricks

et al. 2015

Handbook of Child Psychology and Developmental Science

440

394

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In this chapter we review the research on the development of children's motivation and engagement. We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school. We take a social‐cognitive expectancy‐value theoretical perspective to organize our discussion of this work. We first discuss the development of children's motivation and engagement and take another look at the often‐observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children. We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development. The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years. In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively. We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children. We discuss the need for more integrative studies of how parents and also teachers impact children's motivation. We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation.

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Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions

Cited by 647 publications

References 179 publications

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Motivation and Classroom Learning

Development of Achievement Motivation and Engagement

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