Achievement Goal Theory: Exploring Motivation in the Learning Environment
Achievement goals are the internal standards and expectations that individuals set for themselves in order to attain success. Achievement goal theory (AGT) seeks to explore the motivational forces that drive student learning. This article will explore the history of AGT, related research, and current applications.
History and Background
Achievement goal theory was first developed by educational psychologists John Nicholls and Robert Dweck in the late 1980s. Nicholls and Dweck argued that the motivation to learn and achieve is largely determined by the type of goals individuals set for themselves. Specifically, they identified two distinct types of goals: task-oriented goals and ego-oriented goals. Task-oriented goals focus on mastering skills and understanding concepts, while ego-oriented goals center on demonstrating one’s superiority over others.
Research
Since its conception, AGT has been widely studied and applied in educational settings. Research examining the effects of task-oriented and ego-oriented goals has consistently found that task-oriented goals are associated with higher levels of academic achievement, while ego-oriented goals are associated with lower levels of achievement (Grant & Dweck, 2003; Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008).
Additionally, research has found that task-oriented goals are associated with higher levels of intrinsic motivation (i.e., motivation that comes from within) and lower levels of extrinsic motivation (i.e., motivation that comes from external sources such as rewards or grades) (Hulleman, Schrager, Bodmann, & Harackiewicz, 2010). This suggests that task-oriented goals are more effective for promoting meaningful learning and engagement in the classroom.
Current Applications
Given the findings of AGT research, educators have begun to apply the theory to their practice. For example, teachers can encourage students to focus on task-oriented goals by providing meaningful feedback that emphasizes mastery and improvement rather than comparison to others. Additionally, teachers can create learning environments that emphasize intrinsic motivation by providing a variety of activities that appeal to student interests and encourage students to take an active role in their learning.
Conclusion
Achievement goal theory provides valuable insight into the motivational forces that drive student learning. By understanding the differences between task-oriented and ego-oriented goals, educators can create learning environments that foster meaningful engagement and achievement.
References
Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541–553. https://doi.org/10.1037/0022-3514.85.3.541
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100(3), 705–716. https://doi.org/10.1037/0022-0663.100.3.705
Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449. https://doi.org/10.1037/a0018956