In its discussion of motivation, the textbook describes three kinds of achievement goals: mastery goals, performance-approach goals, and performance-avoidance goals

Question

a. In a short paragraph, explain how these three types of goals are different.
b. Describe four ways in which students with mastery goals and those with performance goals (especially those with performance-avoidance goals) are likely to think and/or act differently.
c. List three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.

Answer 1

a. A mastery goal is a desire to acquire new knowledge or skills. A performance goal is a desire either to look good and receive favorable judgments (a performance-approach goal) or else not to look bad and be judged poorly (a performance-avoidance goal).
b. The response should include at least four of the differences listed in Table 6.2 of the textbook.
c. The response should include three strategies for promoting mastery goals. The textbook specifically identifies the following strategies as ways to promote mastery goals:
• Present subject matter that students find valuable in and of itself.
• Relate subject matter to students' present and/or future needs and goals.
• Insist on meaningful learning and true understanding rather than rote learning.
• Give specific feedback about how students can improve.
• Encourage students to use their peers not as a reference point for their own progress, but rather as a source of ideas and help.
However, strategies that promote interest and other forms of intrinsic motivation are also acceptable. Following are examples:
• Capitalize on students' existing interests.
• Model your own interest in and enthusiasm for the subject matter.
• Get students actively involved with the subject matter (e.g., with hands-on activities or class discussion.)
• Include novelty, variety, fantasy, or mystery in classroom materials and/or procedures.
• Encourage identification with prominent figures in history or fictional characters in literature.
• Present inconsistent or discrepant information.
• Occasionally let students make choices about what they want to study.
• Encourage students to set goals that are challenging yet achievable.
• Show students that they are making progress.
• Acknowledge that effective learning requires exerting effort and making mistakes.
• Encourage students to use their errors to help them learn.
Each of the three strategies described should be illustrated with a concrete example involving something a teacher might reasonably do.