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Revision of achievement goal theory: Necessary and illuminating
- Journal of Educational Psychology
, 2002
"... C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach ..."
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Cited by 134 (11 self)
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C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can combine with mastery goals to promote optimal motivation. The authors review theory and research to substantiate their claim that goal theory is in need of revision, and they endorse a multiple goal perspective. The revision of goal theory is underway and offers a more complex, but necessary, perspective on important issues of motivation, learning, and achievement. In a recent article in Journal of Educational Psychology, Midgley, Kaplan, and Middleton (2001) focused on the question of whether performance-approach goals are adaptive and if so, whether they are uniformly adaptive or adaptive only under certain conditions. Midgley et al. (2001) made a number of cogent and important points about the nature of goal theory and research on performance-approach goals, and we compliment them for highlighting
Clarifying achievement goals and their impact
- Journal of Personality & Social Psychology
, 2003
"... The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are ope ..."
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Cited by 123 (3 self)
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The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achieve-ment in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a “boost ” to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed. Considerable evidence suggests that much of achievement mo-tivation (e.g., intrinsic interest, strategy use, and persistence) can be understood in terms of the different goals individuals bring to
Motivation as an enabler for academic success
- School Psychology Review
, 2002
"... Abstract. Student motivation as an academic enabler for school success is dis-cussed. Contrary to many views, however, the authors conceive of student motiva-tion as a multifaceted construct with different components. Accordingly, the ar-ticle includes a discussion of four key components of student ..."
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Cited by 81 (0 self)
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Abstract. Student motivation as an academic enabler for school success is dis-cussed. Contrary to many views, however, the authors conceive of student motiva-tion as a multifaceted construct with different components. Accordingly, the ar-ticle includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of these four components is described, research relating these four components to academic achievement and other academic enablers is reviewed, and suggestions are offered for instruction and assessment. Psychologists and educators have long considered the role of motivation in student achievement and learning (for a review see Graham & Weiner, 1996). Much of the early research on student achievement and learning separated cognitive and motivational factors and pursued very distinct lines of research that
On the measurement of achievement goals: critique, illustration, and application
- Journal of Educational Psychology
, 2008
"... The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor’s (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AG ..."
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Cited by 64 (2 self)
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The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor’s (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AGQ-Revised and conducting a study that examined the measure’s structural validity and predictive utility with 229 (76 male, 150 female, 3 unspecified) undergraduates. The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. The predictions were nearly uniformly supported with regard to both the antecedents (need for achievement and fear of failure) and consequences (intrinsic motivation and exam performance) of the 4 achievement goals. In discussing their work, the authors highlight the importance and value of additional precision in the area of achievement goal measurement.
A Motivated Action Theory Account of Goal Orientation
"... Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the cur ..."
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Cited by 57 (0 self)
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Rapid organizational change is increasing the pressure on employees to continually update their skills and adapt their behavior to new organizational realities. Goal orientation is a promising motivational construct that may explain why some individuals adapt to change better. Unfortunately, the current goal orientation literature is in a state of conceptual and methodological disarray. This presentation reviews the goal orientation literature and identifies numerous conceptual ambiguities, including definitional inconsistencies, dimensional inconsistencies, and inconsistencies in the conceptualization of stability. These conceptual ambiguities result in a confusing array of goal orientation measures and manipulations and ultimately an incoherent empirical database. A dynamic self-regulation model of goal orientation, termed motivated action theory, is presented to integrate the various conceptual perspectives and to provide guidelines for future goal orientation research.
The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning
- Journal of Educational Psychology
, 2005
"... The study examines the effects of a quasi-experimental classroom goal condition (mastery, performance-approach, combined mastery/performance-approach) and entering personal goal orientations on motiva-tion, emotional well-being, help seeking, cognitive engagement, and achievement for 237 upper eleme ..."
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Cited by 45 (0 self)
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The study examines the effects of a quasi-experimental classroom goal condition (mastery, performance-approach, combined mastery/performance-approach) and entering personal goal orientations on motiva-tion, emotional well-being, help seeking, cognitive engagement, and achievement for 237 upper elemen-tary students during a 5-week math unit emphasizing small groups. The classroom goal condition had a significant effect on help seeking and achievement, with the combined condition showing the most beneficial pattern. Personal mastery goals were beneficial for 11 of 12 outcomes including achievement; personal performance-approach goals were detrimental for achievement and test anxiety and unrelated to the remaining outcomes. The effect of the classroom goal condition did not vary on the basis of entering personal goal orientations. Implications for the current achievement goal theory debate regarding multiple goals are discussed.
Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes
- Journal of Educational Psychology
, 2006
"... The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors con-structed hierarchical regression models to measure the predictive validity of the Student Readin ..."
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Cited by 37 (3 self)
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The authors report on a large-scale study examining the effects of self-reported psychosocial factors on 1st-year college outcomes. Using a sample of 14,464 students from 48 institutions, the authors con-structed hierarchical regression models to measure the predictive validity of the Student Readiness Inventory, a measure of psychosocial factors. Controlling for institutional effects and traditional predic-tors, the authors tested the effects of motivational and skill, social, and self-management measures on academic performance and retention. Academic Discipline was incrementally predictive of academic performance (grade-point average) and retention. Social Activity and Emotional Control also helped predict academic performance and retention, whereas Commitment to College and Social Connection offered incremental prediction of retention. This study elaborates recent meta-analytic findings (S. Robbins et al., 2004), demonstrating the salience of a subset of motivational, social, and self-management factors. Future research questions include how measures of psychosocial factors can be used to aid students, the salience of these measures over the entire college experience and for predicting job performance, and the need for testing theoretical models for explaining postsecondary educational outcomes incorporating traditional, motivational, self-management, and social engagement factors.
Task interest and actual performance: The moderating effects of assigned and adopted purpose goals
- Journal of Personality and Social Psychology
, 2003
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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Cited by 21 (4 self)
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
A motivational analysis of defensive pessimism and self-handicapping
- Journal of Personality
, 2003
"... ABSTRACT Two studies examined motivational influences on and correlates of defensive pessimism and self-handicapping and investigated the relationship between these two cognitive strategies and performance attainment. The findings indicated that defensive pessimism and self-handicapping have similar ..."
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Cited by 18 (7 self)
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ABSTRACT Two studies examined motivational influences on and correlates of defensive pessimism and self-handicapping and investigated the relationship between these two cognitive strategies and performance attainment. The findings indicated that defensive pessimism and self-handicapping have similar motivational profiles, with the primary difference being that self-handicapping represents the absence of approach motivation in the achievement domain, as well as the presence of avoidance motivation. Self-handicapping, but not defensive pessi-mism, was shown to undermine performance-attainment, and perfor-mance-avoidance goals were validated as mediators of this negative relationship. Issues regarding the functional nature of the two cognitive strategies are discussed. The cognitive strategies that individuals use in achievement pursuits have been the focus of much theoretical interest and attention in the social-cognitive literature. Research to date has helped to illuminate This research was supported by a Faculty Scholars Award from the William T. Grant Foundation. The authors wish to thank the members of the approach-avoidance motivation laboratory at the University of Rochester for their assistance in carrying out the research reported herein. Correspondence concerning this article
Motivating students to engage in learning: The MUSIC Model of Academic Motivation.
- International Journal of Teaching and Learning in Higher Education,
, 2009
"... The purpose of this article is to present a model of academic motivation that can be used by instructors to design courses that will engage students in learning. The model, based on research and theory, consists of five components that an instructor should consider when designing instruction: (1) e ..."
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The purpose of this article is to present a model of academic motivation that can be used by instructors to design courses that will engage students in learning. The model, based on research and theory, consists of five components that an instructor should consider when designing instruction: (1) empowerment, (2) usefulness, (3) success, (4) interest, and (5) caring. In this article, I describe the components of the model by discussing the key concepts of the components, summarizing the background research and theories that support the importance of the components, and providing questions, suggestions, and examples that instructors should consider when designing instruction. My hope is that novice, as well as experienced, instructors will find this model and the associated suggestions and examples useful as a reference tool to which they can refer when designing instruction.
