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The Contributions and Prospects of Goal Orientation Theory

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Abstract

In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation, and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development, and stability of these orientations. This review article starts with a critique of methods used in goal orientation research. The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature, including the perspectives of goal orientations as emerging from: situation-schemas, self-schemas, self-prime, needs, values, and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice, and persisting as well as emerging issues for future research.

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Notes

  1. Work avoidance goals—the goal of doing the work with minimum effort—are sometimes differentiated from academic alienation goals—the goal of getting away with not doing the work (see Pintrich, 2000a).

  2. See Nicholls (1990) for his position on the differences between his view of conceptions of ability and Dweck’s view of theories of intelligence.

  3. The association of performance goals with a sense of contingent self-worth is seen somewhat differently by different researchers. For Nicholls (1984) it is an inherent characteristic of performance goals (see also Ames, 1992a). Dweck (1999) does not define performance goals in such terms, but also suggests that these goals and entity theories of intelligence are strongly related to contingent self-worth.

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Kaplan, A., Maehr, M.L. The Contributions and Prospects of Goal Orientation Theory. Educ Psychol Rev 19, 141–184 (2007). https://doi.org/10.1007/s10648-006-9012-5

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