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Achievement Goal Theory is divided into three patterns of motivation: Performance Avoidance, Performance Approach, and Mastery goals. Each pattern has different traits in learning in and out of classrooms.
Performance Avoid Goals:
Performance Avoidance goals, as one might guess, involve prioritizing avoiding demonstrating skill. It can be based in emotions such as shame or fear associated with learning and performing skills (Covington, 2000). Somebody with Performance avoidance tendencies is likely to either do the bare minimum to succeed or overshoot dramatically so they can have something external to attribute their failures to. This tendency can lead to less depth of learning.
For example, if a group of students were to be doing an activity where they had to throw balls into buckets at various distances and there was no reward/punishment related, just the goal to get balls in any bucket, a performance avoidant student would likely follow one of two paths. They would likely aim for the nearest bucket or the very farthest so they were guaranteed success or could blame it on the task being too difficult.
Performance Approach Goals:
Conversely to the Performance Avoidance pattern, Performance Approach patterns generally seek performance opportunities and chances to display their knowledge. This behavior is connected to feelings of hope, anticipation, and pride (Covington, 2000). Performance approach people desire the chance to display their knowledge/ability, potentially to the point of only seeking to outperform others. As a motivation for learning this can lead to an investment in understanding but may also lead to dependence on external validation.
Continuing the prior example, a performance approach student would likely aim at the farther buckets, perhaps not the last one but the furthest they felt they could succeed with in order to "outperform" the other students by doing a more difficult task.
Mastery Goals:
Mastery goals, also known as learning goals, intend to achieve mastery and comprehension of the learning/skill. This is generally viewed as the goal pattern with the most adaptive and effective learning habits. This is particularly because "learning goals (... are) associated with deep-level processing, persistence, and high effort" which are linked to higher achievement (Covington, 2000, 177). This pattern can be considered as learning for the sake of learning, and understanding the concept leads to effective learning.
Within the bucket game, a mastery goal oriented student would set an achievable goal and as they developed the ability to throw the ball accurately they would move to aiming at farther and farther buckets.
Calvin's Patterns of Motivation viewed through Goal Theory:
Calvin exhibits various patterns of motivation that can be viewed through the lens of goal theory. Goal theory suggests that individuals are driven by the goals they set for themselves, and that their motivation is influenced by the nature of these goals. Calvin can be categorized under all three goal theory approaches but mainly falls under Performance-Avoidance.
Mastery Goals:
Although Calvin can be lazy and reluctant when it comes to schoolwork, he occasionally demonstrates a desire to master certain subjects or skills. His motivation to learn and improve is evident when he engages with subjects that genuinely interest him, such as his love for reading and his curiosity about the world.
Achievement Goals:
Calvin often sets ambitious goals for himself, whether it's trying to build a complex snowman, excelling in school, or defeating his imaginary foes. His motivation is driven by a desire to achieve these goals and prove his abilities.
Performance Goals:
Calvin also seeks recognition and approval from others, particularly his parents. He often strives to perform well in school (even if it involves cheating or cutting corners) to avoid negative consequences or criticism. His motivation here is driven by a fear of failure. Similarly, Calvin grapples with performance avoidance when it pertains to school. He envisions his teachers as imaginary adversaries, a vivid mental landscape that often deters him from completing assignments. His reluctance stems from a belief that these tasks are excessively challenging to conquer.
Examples of this include his parents, who are portrayed as typical well-meaning but often baffled adults, who have certain expectations for Calvin's behavior and performance in school. Although they love him, they also expect him to adhere to societal norms and excel academically. His motivation here is not solely based on a craving for their affection but rather on a fear of disappointing them or being perceived as inadequate.
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