Achievement goal

A conceptual history of the Achievement goal construct

Achievement goal construct: competence-relevant motivation

I. The emergence of the Achievement goal construct

A. Carol Dweck

-why children of equal ability display so divergent responses to failure

– achievement goal construct: performance goal & learning goal

-different goaldifferent task construal & pattern of behavior

-emphasize disposition and situation; implicit theories of ability (entity or malleable)

B. John Nicholls

– devp: ability=effort; 12歲,ability is fixed capacity

– achievement goal construct: task involvement &ego involvement
(undifferentiated v.s. differentiated)

-tradition constructs emphasize the undifferentiated ability

-philosophical value: equal motivational opportunity for all

C. Similarities

-the context of literature: achievement motives & attribution

-“goal”=the “purpose” of achievement beh.=the reason and result

-competence

-dichotomy, similar effects

-not unidimension

-both dispositional and situational level

-no approach-avoidance motivation
Dweck~collapse into performance goal
Nicholl~ ignore avoidance goal

II. Incorportation of the approach-avoidance distinction

A. Elliot-trichotomous framework

-mastery goal, performance-approach, performance-avoidance(前兩個是approach goals,但後者為external evaluative focus)

-perceived competence as an antecedent of achievement goal adoption

B. 2×2 achievement goal

-add mastery-avoidance goal: focus on devp and task mastery but neg. outcome

-elderly, perfectionist

-competence

Define: absolute& intrapersonal standardmastery goals

Interpersonalperformance goal

Valence: posapproach, negavoidance

III. 當代六個issues

1.”goal”: aim, reason&aim, or overarching orientation

2. same labels but different measures/manipulations

3.uniform labels

4.”orientation”:disposition, descriptive

5.”theory”:mastery-performance distinction?

6.theory begets application, and application informs theory

(林宣旭，2009)