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

Question

a. In a short paragraph, explain how mastery goals are different than performance goals and how approach goals are different than avoidance goals.
b. Describe four ways in which students with mastery goals and those with performance 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

Answers to the separate parts of the question are as follows:
a. A mastery goal is focused on acquiring new knowledge or skills. A mastery-approach goal involves wanting to learn new knowledge and master new skills. A mastery-avoidance goal involves a desire to avoid misunderstanding what one is learning. 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 distinctions listed in Table 11.2 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:
• Relate subject matter to students' present and/or future needs and goals.
• Encourage students to engage in meaningful learning rather than rote learning.
• Acknowledge that effective learning requires exerting effort and making mistakes.
• Give students challenging but realistic short-term