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.
| Performance Goal Orientations | Mastery Goal Orientations | |
| The learner believes that ability is … | … static, inflexible, and unchangeable. | … malleable. |
| Primarily seek to … | … gain positive judgements of their competence. | |
| Avoid … | … negative judegements and challening situations. | |
| Focus on … | … getting good marks.
… taking easy courses. |
… gaining competence in the skills being taught.
… using metacognitive or self regulated learning strategies. |
| 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.
Joanna Hookham
Tania Hutchison