4-aa3 Flashcards
Elliot & McGregor
Achievement Goal
1) performance: demonstrate competence relative to others
2) mastery (learning): develop competence through task mastery
performance
demonstrate competence relative to others
e.g. want to get the high score on the next test
demonstrate competence relative to others
performance
mastery (learning)
develop competence through task mastery
e.g. want to learn more about personality theories
develop competence through task mastery
mastery (learning)
Elliot & McGregor’s
Types of Motivation
1) approach: desire to gain positive, desirable ends
2) avoidance: deserve to elude, steer clear of, or escape negative, undesirable ends
approach
desire to gain positive, desirable ends
e.g. finish in first place
desire to gain positive, desirable ends
approach
avoidance
deserve to elude, steer clear of, or escape negative, undesirable ends
e.g. don’t get last place
deserve to elude, steer clear of, or escape negative, undesirable ends
avoidance
Elliot & McGregor 2x2
What are they?
performance-approach
performance-avoidance
mastery-avoidance
mastery-approach
performance-approach
do better than other students
fear of failure-paradoxically (want to be the best, fears failure)
worry about disappointing parents
better exam performance
do better than other students
performance-approach
performance-avoidance
avoid doing poorly
fear of failure
no self-determination (avoid getting overwhelmed and embarrassing themselves)
fixed entity theory
surface processing (study by memorizing)
disorganization (panic when memorization didn’t work)
worse exam performance
more healthcare visits
avoid doing poorly
performance-avoidance
mastery-avoidance
concerned won’t learn all there is to learn in class
no incremental theory (lacked skill-development theory)
no self-determination (someone yanked their chain)
negative person feedback from parents (“you’re a rotten kid”)
worry about disappointing parents
disorganization
worry and emotionality
concerned won’t learn all there is to learn in class
mastery-avoidance
mastery approach
understand the content as throughly as possible
work mastery (satisfaction in job well done) class engagement (interested in class)
deep processing (thought about materials when studying) fewer health care visits
understand the content as throughly as possible
mastery approach
Cury et al. (2006)
found that among junior-high age kids, manipulated entity IQ theories predicted the adoption of performance-avoidance goals on an IQ test
adoption of performance-avoidance goals predicted lower coding scale IQ scores
Don’t frame IQ as something that is fixed and uncontrollable!
found that among junior-high age kids, manipulated entity IQ theories predicted the adoption of performance-avoidance goals on an IQ test
Cury et al. (2006)
