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About the achievement goal theory:
About the achievement goal theory:
The achievement goal theory looks into WHY students would or would not want to learn. This theory concerns a mixture of general goals, such as gaining mastery of a subject, and more specific goals such as earning a high grade (Pintrich, 2000). Different motivation patterns reveal which goals influence a student's decision to learn. Goals can be task involved, which focus on the progress of learning, or they can be ego involved, which focus on one's perceived worthiness in relation to their peers.
What are these motivational patterns?
What are these motivational patterns?
Performance avoidance goals are centered around the ego. A student with this goal orientation is concerned with avoiding mistakes and failure as to not appear to be inferior or stupid in comparison to their peers (Pintrich, 2000). These students are more likely to consciously "choose" to fail in attempt to preserve their self worth.
Similar to performance avoidance, performance approach goals are egocentric. Individuals with this goal orientation are concerned with being the best in comparison to others (Pintrich, 2000). These students are more likely to be overachievers in order to appear to be the smartest. This goal orientation can act as a double edge sword. On one hand, these students are actively learning and achieving; however, often times their self worth is tied up in their perceived ability to complete a task. Failure is inevitable, and it can be debilitating to these types of students.
Mastery learning goals are centered around the individual's focus, self improvement, and overall understanding of a task (Pintrich, 2000). These students are concerned with having a complete understanding of the task at hand. They are often self motivated to learn out of curiosity and a desire to improve skills. Individuals with this goal orientation often view failure as a process of learning rather than a statement of one's self worth.
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