Motivation II Achievement Goal Theory
12 important questions on Motivation II Achievement Goal Theory
How do you decide if a mastery attempt has been successful?
What factors determine different levels of motivation?
- Potential to demonstrate competence
- Achievement situations: any situation where a person has to evaluate their ability to meet the demands of the situation
•i.e. situations where you can demonstrate competence
•am I being successful in this situation? ->making an evaluation of their competence
How did Elliot (1997); Elliot & McGregor (2001) add to the Achievement Orientation component of the Achievement Goal Theory?
•Mastery Approach: Actively seek opportunities for skill acquisition and development
•Mastery Avoidance: Avoid demonstration of lack of improvement – these people tend to stick in their comfort zone (i.e. they tend to not set themselves challenging goals)
•Performance Approach: Seek opportunities to perform better than others – these people are attracted to competitive sport
•Performance Avoidance: Avoid demonstrating low competence (i.e. you don't want to be worse than everyone else - you're goal is not to be last as oppose to your goal being to come first)
- Higher grades + faster learning
- Never study anything twice
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What are mastery/task orientation associated with?
•Associated with belief that effort and ability covary (i.e. more effort produces greater competence)
•Task oriented goals encourage development of potential (in achievement goal theory, task-orientated goals are good as they encourage people to engage with tasks and increase their ability)
•Associated with greater persistence and exertion of effort, even when losing (losing is an objective standard - if people with mastery/task orientation are losing, they keep trying as what they think constitutes success is based on if they are doing their best)
What are performance / ego orientation associated with?
•Competence associated with ability, not effort
•Limitation: Only motivated when (a) sure of ability or (b) sure of success. If not, prone to maladaptive or negative psychological responses, such as quitting and cheating (e.g. doping in athletics)
What is a good tool to assess achievement orientation?
What did Duda (1989) study?
Duda (1989) investigated beliefs about the purpose of sport
-> Measured achievement orientation using TEOSQ
Results:
•High task/ Low (ish) ego: emphasised skills and social cooperation, but not social status
•High Ego / High Task : emphasised self esteem, social status and competitiveness
What did Treasure & Roberts (1994) study?
-> studied school children about the purpose of sport
Results:
•Task orientation associated with prosocial achievement beliefs
•Ego associated with negative beliefs about sport i.e. they saw sport as more threatening and not something they would want to be involved in
Limitation -> school children - does this really generalise to other groups?- look at Carptenter & Yates (1997) study which found the same results in sports people
What did Carptenter & Yates (1997) study?
-> Studied 132 amateur and semipro footballers
Results:
•High ego assoc with positive views on rewards for participation (e.g. endorsed the idea that they should be paid to play)
•High task assoc with positive views on sportsmanship
What did Duda (1998) study?
-> measured what people with different achievement orientation thought about what causes success
•Reviewed 12 different studies
Results:
•Task-orientation: Hard work/ training/ practice precursors to success
•Ego-orientation: Ability the determinant of success
-> exactly as the AGT predicts
What are 3 benefits of achievement goal theory?
•Reliable evidence for ego and task achievement goal orientations
•Athletes with different goal orientations approach sports situations differently
•High task and high ego orientations associated with persistence in sport (high ego and low perceived competence was associated with drop outs)
What are 4 limitations of achievement goal theory?
•Not clear exactly how individual orientations interact with situational factors
•Majority of studies use youth / amateur sport -> it's very likely that elite athletes are different (elite athletes probably benefit from being high on task and high on ego)
•Not clear how ego and task orientations affect performance (as opposed to persistence)
•Few studies on how ego and task orientation change during sport
The question on the page originate from the summary of the following study material:
- A unique study and practice tool
- Never study anything twice again
- Get the grades you hope for
- 100% sure, 100% understanding
