Review article
https://doi.org/10.15516/cje.v22i1.3517
Achievement Goals: Conceptual Models and Results of Researching the Outcomes
Azemina Durmić
orcid.org/0000-0002-2472-0833
; Islamic Pedagogical Faculty
Juraja Neidharta 15
72 000 Zenica
Abstract
Achievement goal theory is one of many very significant motivational theories which is being questioned in the educational system in great measure. Achievement goals mostly relate to reasons that lie in the background of a student's desire for achievement and entail students’ opinions about standards and criteria taken into consideration in assessing success (Urdan, 1997). In that sense, a student can be motivated by desire for personal growth and betterment or the desire to be better than others. Henceforth, the authors have identified two types of achievement goals. Firstly, there are mastery goals and, secondly, performance goals. At the same time, this represents a dichotomous model of achievement goals. The purpose of this work is to identify conceptual models of achievement goals through review of some researches and, in accordance with the presented, gain insight into the most common outcomes connected with various achievement goals. Theoretical and empirical results show the development of achievement goals from the initial dichotomous and trichotomous conceptual models, followed by the model with four goal types (2x2), and finally the model with six (3x2) goal types. In the frame of the stated conceptual models, mastery goals entail the greatest number of positive features and outcomes. The conclusion aims to accentuate the importance of mastery goals alongside the need for in-depth examination of factors that lead to acquiring these goals.
Keywords
mastery goals; avoidance orientation; performance goals; approach orientation
Hrčak ID:
238100
URI
Publication date:
19.3.2020.
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