Goal Orientation Theory
Name the two types of goals mainly studied in this theory.
Learning goals and performance goals.
Name the component: Sense of control over what you do
Autonomy
Define intrinsic and extrinsic motivation. Which do you think is more powerful?
- Intrinsic -- completing tasks for internal satisfaction, such as learning for the sake curiosity.
- Extrinsic -- completing tasks for the purpose of receiving some external reward...perhaps like candy...
- Both are powerful in their own right, and extrinsic motivation can help with the absence intrinsic motivation. However, extrinsic motivation can also take away from intrinsic.
What is IBM built upon/rooted in?
The premise that thinking is influenced by the context in which it occurs
The DF 2024 study looked at getting more students involved in STEM. Using the IBM theory, how would you design a classroom/ instruction material to promote the message that students with certain identities can partake and succeed in STEM?
An example: posters of individuals with different identities–including images of people doing STEM that have historically not been represented in STEM/lesson plans involving a focus on those individuals and their successes.
A central feature of goal theory is its emphasis on how different types of goals can influence behavior in achievement situations. Researchers have identified different orientations for learning goals and performance goals, which are they?
A learning goal refers to what knowledge, behavior, skill, or strategy students are to acquire; a performance goal denotes what task students are to complete.
Name the component: feeling that you know what you’re doing; capable of accomplishment
Competence
Can you come up with an example of a learning goal one can apply in a classroom? Explain the main elements of your example.
An example: “today we are going to learn some things about putting numbers together that will make you much better math students. As we work today, you are going to learn how to multiply numbers together”
- emphasize acquisition of skills and achievement gains
Name the 3 predictors of IBM
1) Dynamic construction (which identities come to mind and what they mean are dynamically constructed w/ context)
2) Action-readiness (accessible identities only influence behavior if action makes sense in that moment)
3) Interpretation of difficulty (ppl often misconstrue difficulty working toward a possible identity as implying that it is not really possible for them)
It has been established that experiencing difficulty or frustration can be motivating and valuable when it is associated as an identity-congruent experience but harmful when it is not identity-congruent. How can parents and teachers reframe what it means to get a bad grade/how can this be made into a motivating experience?
Help to associate the academic identity. Instead of parents saying that this means they aren’t trying hard enough or that that academic subject just isn't for them—try saying one bad grade doesn’t define what I’m capable of. Further say that the frustration they feel is evidence of how important this is to them.
Can you describe the behavior and orientations of a student that may have a learning-goal orientation versus performance-goal orientation?
- Students who pursue a learning goal are apt to feel efficacious for attaining it and be motivated to engage in task-appropriate activities (e.g., expend effort, persist, and use effective strategies).
- Performance goals can lead to social comparisons of one’s work with that of others to determine progress. Also, has been related to cheating.
Name the component: Feeling connected to the people around you
Relatedness
Example of an application: Tic Tac Toe activity sheets! How can you connect this application to a motivation theory?
- Self determination theory: allows students to have autonomy in their learning
- Goal orientation theory: encourages development of self-regulation skills
- Identity based motivation theory: if it's made into a competition, students with a competitive identity may feel more invested in engaging with the activity
Can the same attribute be both motivating and demotivating based on the meaning and interpretation of difficulty? Name an example.
Yes (e.g., competitiveness). Competition can be motivating for students to do their best especially if they are persistent/thrive under pressure. However, some students struggle with pressure and competition adds unnecessary stress.
Often a problem with homework or school work is that students don’t feel that the assignments are relevant or useful and subsequently care less about them. Using the IBM model, how can teachers make the connection between students’ desired future selves and the meaning/value of their work? In other words, how can teachers make school assignments feel meaningful?
Take the concept or process they are learning and illustrate how different professions use it or rely on it. For example, with learning about the scientific method, show an example of how real scientists use this regularly to shape their research.
Goal-orientation theory has been connected to other theories related to motivation, which include Carol Dweck’s mindset theory. This would encompass the fixed and growth mindsets. Each of these mindset types connects to one goal type, can you connect them? Share your reasoning.
With some exceptions, students who hold a growth mindset are more likely to believe that learning will raise their overall ability and thus should be more likely to adopt learning goals. Conversely, students holding a fixed mindset may be less likely to adopt learning goals because they believe that learning will not raise their overall level of ability. These predictions have received research support (Dweck, 1991, 1999, 2006; Dweck & Molden, 2005).
Recall the think-pair-share about attributions. Come up with an example of attributional feedback that a teacher might give to encourage students’ motivation.
From the textbook: “You did it! You got it right because you worked hard.” Or “You’re doing well, you completed the first step. I was sure that you have the knowledge to complete this!” Key is to encourage and praise effort.
A teacher tells students, “Scientists make mistakes all the time—what matters is that you’re thinking like a scientist when you troubleshoot.” What IBM-consistent strategy is the teacher using?
Framing the behavior as identity-congruent, helping students link effort with a valued identity.
Why is identity-congruence vs identity incongruence important when it comes to experiencing difficulty or challenge?
Identity-congruence with the difficult experience makes it more meaningful (makes an experience encouraging) vs identity incongruence with the difficult experience makes people believe it just isn’t for them (makes an experience discouraging).
IBM views the individual as an active participant in their life—actively making choices on what to do based on their beliefs of who they are. Which theorist have we discussed that also saw the child as an active participant in constructing their knowledge and who they are?
Piaget - he saw children as active participants, using their knowledge to shape the world and letting the world shape their knowledge (all contingent on how they interact with it).
An important aspect of the learning goal orientation is to acquire capabilities and improve their skills, how would you explain that someone with a learning goal orientation gets there?
Self-efficacy is substantiated as they work on the task and assess their progress --> Perceived progress in skill acquisition and self-efficacy for continued learning sustain motivation and enhance skillful performance.
Based on self-determination theory, why might we have chosen Jeopardy as today’s activity?
Extrinsic and intrinsic components: rewards boost engagement, engagement boosts competence and relatedness
Based on goal theory, what are the main ways these two cases differ? Teacher A tells her students “We will work to figure out different numbers you can multiply together to make 20, We are going to use these calculations to help us figure out different ways to group numbers together and multiply.” Compared to Teacher B who says “We will work to figure out different numbers you can multiply together to make 20, our goal is to complete the list before the end of class today. As you finish, turn your papers upside down”
- Teacher A: learning of new strategies and focusing on acquiring new skills
- Teacher B: completing work and finishing before other students
After a presentation on how financial aid makes college attainable, students increase study time that same week. Which IBM process directly predicts this immediate behavioral shift?
Action-readiness: accessible, relevant identities cue readiness to take identity-congruent action.
Imagine a real world attribute (ex., creativity). Then imagine a group of students. You tell them that creative students do very well in that class, but students who are not creative often struggle. Do you think this would have an outcome on students' performance? What would be some moderators of this outcome (protective/risk factors).
Yes, there will likely be an impact.
- Students who are creative and are told that they have a greater chance of succeeding will likely do better or feel as though they will do better.
- Students who don't perceive themselves to be creative may struggle more or feel as though they will struggle more.