Andrew J. Elliot is a prominent psychologist known for his work in achievement goal theory, which focuses on how individuals' goals influence their motivation, behavior, and performance. He has contributed significantly to understanding the different types of achievement goals—mastery, performance-approach, and performance-avoidance—and how they affect students' learning and achievement. His research explores the interplay between goal orientation and factors such as feedback, self-regulation, and emotional responses in educational settings.
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Elliot's model of achievement goals includes three primary types: mastery goals, performance-approach goals, and performance-avoidance goals, each affecting motivation differently.
His research indicates that mastery goals are linked to positive outcomes such as increased persistence, adaptive learning strategies, and higher intrinsic motivation.
Performance-approach goals are associated with a desire to outperform others, which can lead to both positive outcomes and maladaptive behaviors when failure is encountered.
Performance-avoidance goals focus on avoiding negative judgments from others and can lead to anxiety and disengagement in learning situations.
Elliot's work emphasizes the importance of context in shaping goal orientations and suggests that educational environments can be designed to promote mastery goals for improved student outcomes.
Review Questions
How do Andrew J. Elliot's different types of achievement goals influence student motivation and learning behaviors?
Andrew J. Elliot identified three types of achievement goals: mastery goals, performance-approach goals, and performance-avoidance goals. Mastery goals promote intrinsic motivation and a focus on personal growth, leading to adaptive learning behaviors. In contrast, performance-approach goals can motivate students to excel relative to peers but may also cause anxiety if they fear failure. Performance-avoidance goals tend to result in disengagement or maladaptive behaviors as students seek to avoid negative evaluations.
Evaluate the implications of mastery versus performance-oriented goals in educational settings as proposed by Elliot.
Elliot's differentiation between mastery and performance-oriented goals has significant implications for educational practices. Emphasizing mastery goals encourages students to focus on self-improvement and learning, fostering a positive learning environment that enhances engagement and persistence. In contrast, an emphasis on performance-oriented goals may create a competitive atmosphere that can increase anxiety and reduce intrinsic motivation. This evaluation suggests that educators should create learning environments that prioritize mastery to promote long-term academic success.
Synthesize the connections between Elliot's achievement goal theory and the development of effective teaching strategies in the classroom.
Elliot's achievement goal theory provides valuable insights into effective teaching strategies by highlighting how different types of goals impact student motivation and behavior. By synthesizing this theory with teaching practices, educators can develop strategies that encourage mastery goals among students, such as offering constructive feedback that emphasizes effort and improvement rather than just grades. This approach fosters a supportive classroom climate where students feel safe to take risks in their learning. Ultimately, integrating Elliot's theory into teaching practices enhances student engagement and promotes a love for learning.
Related terms
Achievement Goals: The objectives or aims that individuals strive for in achievement contexts, influencing their motivation and behavior.
Mastery Goal: A type of achievement goal focused on self-improvement, learning, and mastery of a task rather than comparing oneself to others.
Performance Goal: An achievement goal centered on demonstrating ability relative to others, often categorized into performance-approach and performance-avoidance.