Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals

Abstract

Research on academic achievement motivation has increasingly focused on students’ goals. Most of that research has focused on two particular types of achievement goals: task goals and ability goals. In this review, we propose that a more thorough understanding of motivation and achievement in schools can be developed if we examine social goals—defined as perceived social purposes for academic achievement—in addition to task and ability goals. We review research on achievement goal theory, social goals, social motives, and social influences on students’ school-related attitudes and behaviors to develop hypotheses about the antecedents and consequences of social goals. In addition, we discuss ways in which the learning environment may influence students’ social goal orientations. We conclude with a discussion of seven areas for future research on the nature and function of social goals.

The role of emotion regulation in children's early academic success

“…This finding suggests that teachers have a motivational role in children's early academic success. Teachers who have a positive relationship with students are more likely to encourage these students to achieve, and in turn these students may be motivated to achieve to please their teachers (Urdan & Maehr, 1995). The fact that a positive student-teacher relationship was also related to better performance on math and reading standardized tests provides evidence that our finding is not simply due to a rater bias.…”

“…Children who are highly motivated and self-confident are more engaged in the learning process (Deci & Ryan, 1985). A positive, warm relationship with a teacher motivates students to achieve to please their teachers (Urdan & Maehr, 1995). Furthermore, teachers use a warm and positive relationship with their students to encourage and reinforce appropriate self-regulatory behaviors that are important for learning (Tyson, 2000).…”

Science Teacher Education

“…The social nature of collaborative work addresses social goals, which include beliefs about achieving well among peers (Urdan & Maehr, 1995). As students were also encouraged to explore their own misconceptions and, in a risk-free environment, share these beliefs they came to recognize that others also held similar beliefs and misconceptions about science.…”

Theoretical and Methodological Approaches Towards Studying the Academic Motivation: Comprehensive Vision

“…Содержание цели, к которой стремится личность, имеет важное значение для теории достиженческих целевых ориентаций, определяющей учебную мотива-цию через целевую ориентацию учащегося. Под целью, как правило, понимает-ся не только желаемый результат, к достижению которого стремится учащийся, но и причина его поведения [Pintrich, 2000;Urdan, Maehr, 1995]. Исследователи выделили несколько видов целевых ориентаций, ключевые среди них -цель мастерства (mastery goal) и результативная цель (performance goal).…”