Promotion of students’ mastery goal orientations: does TARGET work?

Lüftenegger, Marko; Schoot, Rens van de; Schober, Barbara; Finsterwald, Monika; Spiel, Christiane

doi:10.1080/01443410.2013.814189

Cited by 94 publications

(84 citation statements)

References 59 publications

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“…Accordingly, this study provides evidence for teachers to reconsider their traditional pedagogy and nurture learners through inquiry‐based experiences that could shift their goal orientation towards a more desirable mastery goal orientation. We concur with the suggestion by Lüftenegger, van de Schoot, Schober, Finsterwald, and Spiel () that an implementation of the TARGET dimensions and corresponding phases of the 5E inquiry cycle into teacher education can enhance teacher competencies to foster student motivation. Although this study was located in South African township schools, the findings have worldwide significance.…”

Section: Discussionsupporting

confidence: 90%

“…Epstein () and Ames () proposed a TARGET framework of classrooms factors or set of learning conditions that promote learners' mastery goal orientation development. TARGET is an acronym for classroom factors namely, task‐clarity, authority, rewards, grouping, evaluation, and timing (Lüftenegger, van de Schoot, Schober, Finsterwald, & Spiel, ). These factors overlap and combine to generate mastery goal classroom conditions which fosters mastery goal‐orientation development (Schunk et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Mupira

Ramnarain

2018

J Res Sci Teach

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Due to apartheid policies, Black African learners in South Africa have been severely disadvantaged in school science. Despite policy changes to redress these historical imbalances, Black African learners continue to underperform in science. Previous research has identified motivation as a key factor that impacts performance. Achievement goal orientation is a construct of motivation that explains learning behaviour. In an attempt to address the problem of learner motivation, this study investigated the effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at historically disadvantaged township schools in South Africa. In South Africa, the term “township” usually refers to under‐developed urban areas that were historically created for “non‐whites” during the apartheid era. The findings showed that the experiment group of learners who experienced inquiry‐based learning significantly gained in mastery goal orientation, while the control that were taught through a traditional direct didactic approach had an insignificant change in their mastery goal orientation. From these results, it can be concluded that inquiry‐based learning does support a mastery goal orientation in learners. This orientation is regarded as desirable because mastery approach goals could support positive outcomes in conceptual learning, leading to an improvement in science achievement of learners.

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Section: Discussionsupporting

confidence: 90%

Section: Theoretical Backgroundmentioning

confidence: 99%

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

Mupira

Ramnarain

2018

J Res Sci Teach

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“…More specifically, parents are advised to follow guidelines recommended to teachers for facilitating a mastery goal structure (Lüftenegger et al., ; Urdan, ). Parents should emphasize the importance of self‐improvement rather than performance, discuss the relevance of homework and show that it can be an enjoyable task, emphasize that mistakes are a learning opportunity, and avoid making comparisons or promoting competition between children.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the implications of goal orientation in education, researchers have made an effort to identify the contextual factors that promote mastery goal orientation. It has been consistently found that teacher practices (Ames, ; Lüftenegger, van de Schoot, Schober, Finsterwald, & Spiel, ) and general classroom goal structures (Midgley et al., ) play a major role in students' own goal orientation. Goal structure is often defined and operationalized as the ways students perceive their teacher's goal emphasis, that is, on either mastery goals (e.g., encouraging self‐improvement, appreciating effort) or performance goals (e.g., comparing achievement with others, evaluating actual outcomes; Midgley et al., ).…”

Section: Achievement Goal Orientation As a Motivational Frameworkmentioning

confidence: 99%

The Role of Parental Attitudes in Children's Motivation Toward Homework Assignments

Madjar

Shklar

Moshe

2015

Psychology in the Schools

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Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework‐related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent–child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents’ emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents’ emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school.

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“…It is worth noting that there are a number of longitudinal studies reported in Volume 34, including Lüftenegger, van de Schoot, Schober, Finsterwald, and Spiel (2014), Phan and Ngu (2014), and Ng (2014) (Wheldall, 2011). I understand the enormous challenges that researchers face in carrying out truly experimental research, but I would like nonetheless to encourage researchers to carry out experimental studies and publish them in this journal.…”

mentioning

confidence: 95%

Editorial

Mok¹

2015

Educational Psychology

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This is the 35th year of Educational Psychology. First published in 1981, this journal has been the publication outlet for much cutting-edge, high-quality research. Between January and November 2014, 253 original submissions were received. Statistics show that in the past three years, around 30% of the submitted manuscripts were accepted. This large number of articles is adding pressure to our limited space. Fortunately, starting from 2015 we will publish eight issues per year, and hopefully the additional space will help us to reduce the backlog.Another exciting fact is that this international journal has become even more international over the last year. The papers accepted in 2014 came from 26 countries, and they have been reviewed by scholars from 41 countries. Taken as a whole, our contributors live in 45 countries, 8 more than in 2013. The diverse background of our contributors is undoubtedly a precious asset for the journal.This diversity is also important to the field as a whole. Quantitative studies such as those published in Educational Psychology seek where possible to generalise the research findings to wider contexts. Researchers are not so much interested in specific findings about particular participants as in general truths that can be drawn concerning the groups of people represented by their samples. Recommendations for practice are proposed on the basis of what the reported findings reveal. Nevertheless, we should always be wary of adopting recommendations embedded in a context different from our own. In order to make sure that psychological studies in education can truly benefit various societies in the world, we need to sharpen our awareness of the proper limits of the different levels of generality, which range from the whole species to, for example, different continents, cultures, countries, socio-economic statuses and genders. Sometimes, in the review process, exchanges between authors and reviewers have shed light on interesting and significant cultural differences. As a result, the manuscript is improved, more legitimate implications are drawn, and our vision is broadened. I am pleased to see that Educational Psychology has served well as a platform connecting scholars around the world.

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Promotion of students’ mastery goal orientations: does TARGET work?

Cited by 94 publications

References 59 publications

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

The effect of inquiry‐based learning on the achievement goal‐orientation of grade 10 physical sciences learners at township schools in South Africa

The Role of Parental Attitudes in Children's Motivation Toward Homework Assignments

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