Goal Orientation Theory
Dweck (1986), Dweck & Elliot (1983), Dweck & Legget (1988)
This theory suggests that a learner either has performance goal orientations or mastery goal orientations. A learner is guided in their activities, thought, feelings and performances by the type of goal orientation that they have.
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Performance Goal Orientations |
Mastery Goal Orientations |
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The learner believes that ability is ... |
... static, inflexible, and unchangeable. |
... malleable. |
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Primarily seek to ... |
... gain positive judgements of their competence. |
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Avoid ... |
... negative judegements and challening situations. |
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Focus on ... |
... getting good marks. ... taking easy courses. |
... gaining competence in the skills being taught. ... using metacognitive or self regulated learning strategies. |
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When they run into problems ... |
... fall in to a pattern of learned helplesness. |
... seek assistance to improve their learning. |
Mastery goal orientated learners are more likely to seek out challenges and take difficult courses.
Aim: To develop mastery goals and diminish performance goals:
- Encourage students that the purpose of academic work is learning rather than obtaining good marks.
- Emphasise the interest, value, and practical importance of the material studied.
- De-emphasise marks and other rewards.
- Avoid the use of competitive grading or incentive systems (as those who perceive their ability to be low may well give up in advance) (Ames 1992)).
- Use learning tasks that are challenging, meaningful and related to real-life.
- Use assessment techniques that measure understanding and knowledge without fostering high levels of competition.
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