Series editor(s): Stuart Karabenick and Timothy C. Urdan
Subject Area: Education
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|Title:||Up around the bend: Forecasts for achievement goal theory and research in 2020|
|Author(s):||Chris S. Hulleman, Corwin Senko|
|Volume:||16 Editor(s): Timothy C. Urdan, Stuart A. Karabenick ISBN: 978-0-85724-111-5 eISBN: 978-0-85724-112-2|
|Citation:||Chris S. Hulleman, Corwin Senko (2010), Up around the bend: Forecasts for achievement goal theory and research in 2020, in Timothy C. Urdan, Stuart A. Karabenick (ed.) The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (Advances in Motivation and Achievement, Volume 16), Emerald Group Publishing Limited, pp.71-104|
|DOI:||10.1108/S0749-7423(2010)000016A006 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Achievement goal theory traces people's behaviors, thoughts, and emotions in achievement situations to the broad goals they pursue in that activity, whether in education, sports, work, or other achievement domains (Dweck, 1986; Maehr & Midgley, 1991; Nicholls, 1984). Two goals have featured prominently: mastery goals (also sometimes called learning goals) and performance goals (also called ego goals or ability validation goals). Both goals concern the pursuit of competence and the assessment of one's own skill level, yet they do so in distinct ways. People pursuing a mastery goal strive to develop their skill or expertise, while those pursuing a performance goal instead strive to demonstrate and validate their existing skill, typically by outperforming peers. As such, those pursuing mastery goals typically use self-referential standards to define success versus failure, while those pursuing performance goals instead use normative standards to define success versus failure.
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