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Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings".[1] In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively.[2] A mastery orientation is also sometimes referred to as a learning orientation.
Goal orientation refers to how an individual interprets and reacts to tasks, resulting in different patterns of cognition, affect and behavior.[3] Developed within a social-cognitive framework, the orientation goal theory proposes that students' motivation and achievement-related behaviors can be understood by considering the reasons or purposes they adopt while engaged in academic work.[4] The focus is on how students think about themselves, their tasks, and their performance.[5] Goal orientations have been shown to be associated with individuals' academic achievement, adjustment, and well-being.[6][7][8]
Research has examined goal orientation as a motivation variable that is useful for recruitment, climate and culture, performance appraisal, and choice.[9][10] It has also been used to predict sales performance, adaptive performance,[11] goal setting, learning and adaptive behaviors in training, and leadership.[9]
- ^ Vandewalle, Don (1997). "Development and Validation of a Work Domain Goal Orientation Instrument". Educational and Psychological Measurement. 57 (6). SAGE Publications: 995–1015. doi:10.1177/0013164497057006009. ISSN 0013-1644. S2CID 143485667.
- ^ Shatz, I (2015). "The negative impact of goal-oriented instructions" (PDF). Educational Studies. 41 (5): 476–480. doi:10.1080/03055698.2015.1043982. S2CID 49537313. Archived from the original (PDF) on 2016-03-04. Retrieved 2015-11-22.
- ^ Dweck, Carol S.; Leggett, Ellen L. (1988). "A social-cognitive approach to motivation and personality". Psychological Review. 95 (2): 256–273. doi:10.1037/0033-295X.95.2.256. ISSN 0033-295X. S2CID 24948340.
- ^ Ames, Carole (1992). "Classrooms: Goals, structures, and student motivation". Journal of Educational Psychology. 84 (3): 261–271. doi:10.1037/0022-0663.84.3.261. ISSN 1939-2176.
- ^ Ames, Carole; Archer, Jennifer (1988). "Achievement goals in the classroom: Students' learning strategies and motivation processes". Journal of Educational Psychology. 80 (3): 260–267. CiteSeerX 10.1.1.536.9309. doi:10.1037/0022-0663.80.3.260. ISSN 0022-0663.
- ^ Aspinwall, Lisa G.; Taylor, Shelley E. (1997). "A stitch in time: Self-regulation and proactive coping". Psychological Bulletin. 121 (3): 417–436. doi:10.1037/0033-2909.121.3.417. ISSN 0033-2909. PMID 9136643.
- ^ Midgley, Carol; Arunkumar, Revathy; Urdan, Timothy C. (1996). ""If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies". Journal of Educational Psychology. 88 (3): 423–434. doi:10.1037/0022-0663.88.3.423. ISSN 0022-0663.
- ^ Nurmi, Jari-Erik; Salmela-Aro, Katariina; Ruotsalainen, Hilkka (1994). "Cognitive and attributional strategies among unemployed young adults: A case of the failure-trap strategy". European Journal of Personality. 8 (2): 135–148. doi:10.1002/per.2410080205. ISSN 0890-2070. S2CID 145357970.
- ^ a b DeGeest, David; Brown, Kenneth G. (2011). "The role of goal orientation in leadership development". Human Resource Development Quarterly. 22 (2). Wiley: 157–175. doi:10.1002/hrdq.20072. ISSN 1044-8004.
- ^ Vandewalle, D; Nerstad, C; Dysvik (2019). "Goal Orientation: A Review of the Miles Traveled, and the Miles to Go". Annual Review of Organizational Psychology and Organizational Behavior. 6. Annual Reviews: 115–144. doi:10.1146/annurev-orgpsych-041015-062547. hdl:10642/7408. S2CID 149945599.
- ^ Stasielowicz, Lukasz (2019). "Goal orientation and performance adaptation: A meta-analysis". Journal of Research in Personality. 82. Elsevier BV: 103847. doi:10.1016/j.jrp.2019.103847. ISSN 0092-6566. S2CID 200053093.