Motivation - Achievement Goal Theory (AGT)

Question 1

state what it is meant by the key term - achievement goal theory (AGT)

Answer 1

people engage in achievement situations in order to demonstrate competence (task or ego)

Question 2

who came up with achievement goal theory (AGT)

Answer 2

Nicholls, 1984, 1989

Question 3

state the names of the two types of goal involvement

Answer 3

1. task involvement

2. ego involvement

Question 4

state what it is meant by the key term - task involvement

Answer 4

ability is demonstrated when learning and mastery at the task is achieved and high effort is exerted

Question 5

state what it is meant by the key term - ego involvement

Answer 5

ability is demonstrated when the performance of others is achieved (I.e. favourable social comparison)

Question 6

state what it is meant by the key term - dispositional goal orientations

Answer 6

according to Nicholls (1989), individuals differ in the proneness to task and ego orientations

Question 7

state the areas of the first AGT graph

Answer 7

1. orientations: task and ego
2. involvement: goal involvement
3. correlates of achievement goals: cognitive, affective, behavioural

Question 8

state the areas of the second AGT graph

Answer 8

1. task - ability irrelevant - adaptive (cognitive, affective, behavioural)
2. ego - high ability - adaptive (cognitive, affective, behavioural)
3. ego - low ability - maladaptive (cognitive, affective, behavioural)

Question 9

what is the difference between adaptive and maladaptive behaviour

Answer 9

1. adaptive = appropriate adaptation to the new situation

2. maladaptive = faulty adaptation to the new situation

Question 10

what are elite athletes said to be, and why? (3 points)

Answer 10

1. a high/high profile group that display adaptive motivational responses
2. have more ability related criteria to draw from
3. if threat to ego occurs, have high task orientation to fall back on

Question 11

state the 4 parameters of why achievement goals are important

Answer 11

1. achievement behaviour
2. moral functioning
3. motivation
4. anxiety

Question 12

achievement goals are important - adaptive behaviour (2 points)

Answer 12

1. adaptive behavioural patterns for task or ego orientated with high perceived ability
2. ego orientated individuals are prone to drop out, reduced effort, and/or make excuses to protect their perceptions of ability (Standage, et al, 2007)

Question 13

achievement goals are important - moral functioning (1 fact)

Answer 13

the pre-occupation of ego-oriented individuals with out-performing others may lead to a lack of concern about justice and fairness (empirically supported - Duda, 1991)

Question 14

achievement goals are important - motivation (2 points)

Answer 14

1. task orientation linked with internal motivation

2. ego orientation linked with external motivation

Question 15

achievement goals are important - anxiety (2 points)

Answer 15

1. athletes high in ego orientation tend to experience high competitive state and trait anxiety
2. task orientation corresponds to low levels of competitive anxiety

Question 16

state what it is meant by the key term - motivational climate

Answer 16

refers to individuals composite views concerning the situationally emphasised structures operating in an achievement setting (perceptions)

Question 17

state the two types of motivational climates

Answer 17

1. mastery motivational climate (task involvement)

2. performance motivational climate (ego involvement)

Question 18

state 3/5 facts about being in a ‘mastery motivational climate’

Answer 18

1. learning and task mastery
2. personal progress
3. involvement in decision making
4. mistakes seen as part of learning
5. cooperation

Question 19

state 3/5 facts about being in a ‘performance motivational climate’

Answer 19

1. focus on outcome
2. public evaluation
3. normative success
4. mistakes punished
5. intra-team rivalry

Question 20

correlates of being within a MC

Answer 20

mastery = inc^ intrinsic motivation, inc^ enjoyment, dec^ anxiety, inc^ satisfaction, inc^ self-esteem, inc^ perceived competence, inc^ positive moral functioning

Question 21

what does TARGET stand for

Answer 21

T - task
A - authority
R - recognition 
G - grouping 
E - evaluation 
T - time

Question 22

TARGET - explain ‘task’ for MC’s and PC’s

Answer 22

MC = challenging and diverse

PC = absence of variety and challenge

Question 23

TARGET - explain ‘authority’ for MC’s and PC’s

Answer 23

MC = athletes given choices and leadership roles

PC = athletes don’t take part in the decision making progress

Question 24

TARGET - explain ‘recognition’ for MC’s and PC’s

Answer 24

MC = private and based on individual progress

PC = public and based on social comparison

Question 25

TARGET - explain ‘grouping’ for MC’s and PC’s

Answer 25

MC = promotion of co-operative learning and peer interaction

PC = groups formed on the bases of ability

Question 26

TARGET - explain ‘evaluation’ for MC’s and PC’s

Answer 26

MC = based on mastery of tasks and individual involvement

PC = based on winning or out-performing others

Question 27

TARGET - explain ‘time’ for MC’s and PC’s

Answer 27

MC = time requirements are adjusted to personal capabilities

PC = time allocated for learning is uniform for all athletes

Question 28

explain the correlates of being within a PC

Answer 28

performance = dec^ intrinsic motivation, dec^ enjoyment, inc^ anxiety, dec^ satisfaction, dec^ self-esteem, dec^ perceived competence, dec^ moral functioning