Achievement goals and optimal motivation: Testing multiple goal models.

Barron, Kenneth E.; Harackiewicz, Judith M.

doi:10.1037/0022-3514.80.5.706

Cited by 650 publications

(649 citation statements)

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“…12-14 The approach-avoidance achievement goal orientation is predictive of achievement. [8][9][10][11]15,16 Mastery goals were found to be positive predictors of depth of study, effort, and persistence. Performance goals were positive predictors of cursory or surface study, effort, and persistence, and performance avoidance was found to be a positive predictor of disorganized studying.…”

Section: Introductionmentioning

confidence: 89%

“…These reasons or motivations are important determinants of an individual's achievement goal orientation. [7][8][9][10][11] Achievement goal orientation theory suggests there are 2 broad thought processes and behaviors used to achieve competence in either assigned or self-directed learning goals (performance and mastery). Performance goal orientation is dominated by those who seek to gain competence by performing as well as possible relative to others.…”

Section: Introductionmentioning

confidence: 99%

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Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

Waskiewicz

2012

American Journal of Pharmaceutical Education

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Objective. To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

Waskiewicz

2012

American Journal of Pharmaceutical Education

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“…In addition to examining whether these individuals are more likely to adopt performance-avoidance goals, a secondary question was whether they are less likely to adopt performance-approach or mastery goals (Barron & Harackiewicz, 2001). We also compared the patterns of spontaneous goal adoption of higher achievementoriented and lower achievement-oriented women.…”

Section: Studymentioning

confidence: 99%

The stereotyped task engagement process: The role of interest and achievement motivation.

Smith¹,

Sansone²,

White³

2007

Journal of Educational Psychology

136

126

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Competence-based stereotypes can negatively affect women's performance in math and science (referred to as stereotype threat), presumably leading to lower motivation. The authors examined the effects of stereotype threat on interest, a motivational path not necessarily mediated by performance. They predicted that working on a computer science task in the context of math-gender stereotypes would negatively affect undergraduate women's task interest, particularly for those higher in achievement motivation who were hypothesized to hold performance-avoidance goals in response to the threat. Compared with when the stereotype was nullified, while under stereotype threat an assigned performance-avoidance (vs. -approach) goal was associated with lower interest for women higher in achievement motivation (Study 1), and women higher (vs. lower) in achievement motivation were more likely to spontaneously adopt performance-avoidance goals (Study 2). The motivational influence of performance-avoidance goals under stereotype threat was primarily mediated by task absorption (Study 3). Implications for the stereotyped task engagement process (Smith, 2004) are discussed.Keywords: achievement motivation, achievement goals, motivation, stereotype threat, gender Women continue to be less likely to select and persist in science, mathematics, and related fields despite gains in preparation and increased requirements for both girls and boys prior to college. A number of hypotheses have been proposed as to why these gender differences occur, including both biological limitations and socialization pressures (e.g., Eccles, Adler, & Meece, 1984). The focus of our research is on the role competence-based stereotypes may play. Whether or not there are real intrinsic ability differences between men and women in math and science (e.g., Benbow & Stanley, 1980;Mullis et al., 1998;Spelke, 2005), stereotypes about these differences exist and are frequently made salient (e.g., comments by Summers, as cited in the Harvard Crimson, 2005). 1 The stereotype threat literature is centered on the finding that awareness of a competence-related stereotype can, in and of itself, lead to poorer task performance (e.g., Smith & White, 2002;Spencer, Steele, & Quinn, 1999;C. M. Steele & Aronson, 1995;Yopyk & Prentice, 2005; see also Wicherts, Dolan, & Hessen, 2005). Members of stereotyped groups feel threatened because their performance may confirm to themselves, other people, or both the negative performance expectations about the group. The resulting negative effects on performance can occur even when women report that they do not believe the stereotypes are true (cf. Schmader, Johns, & Barquissau, 2004).As illustrated on the left side of Figure 1, the stereotype-performance path suggests negative competence-based stereotypes associated with women in math and science lead directly to an impairment of their performance (e.g., Shih, Pittinsky, & Ambady, 1999;Smith & White, 2002;Spencer et al., 1999), which, in turn, negatively affect their likelihood of selecti...

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“…Several researchers expounded the positive view of performance goals (Barron & Harackiewicz, 2001;Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002;Koopman et al, 2014;Pintrich et al, 2003;Wolters, 2004). The positive views of performance goals were explained by the revised goal theory that performance-oriented goals may be helpful for increasing students' cognitive learning (Harackiewicz et al, 2002).…”

Section: Performance Goals and Learning Strategiesmentioning

confidence: 99%

What are the relationships between college students’ goal orientations and learning strategies?

Takashiro

2016

Psychol. Thought

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Few studies have been done to examine the relationships between students' goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students' goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students' use of multiple learning strategies and goal orientations.

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Achievement goals and optimal motivation: Testing multiple goal models.

Cited by 650 publications

References 54 publications

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

The stereotyped task engagement process: The role of interest and achievement motivation.

What are the relationships between college students’ goal orientations and learning strategies?

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