Clarifying achievement goals and their impact
Clarifying achievement goals and their impact
复制标题
DOI：
10.1037/0022-3514.85.3.541
复制
发表时间：
2003-09-01
影响因子：
7.6
通讯作者：
Dweck, CS
中科院分区：
文献类型：
--
作者：
Grant, H;Dweck, CS
对成就目标的研究阐明了基本的动机过程，尽管围绕其性质和影响存在争议。在五项研究中，包括对困难的医学预科课程的纵向研究，作者表明，学习和绩效目标的影响取决于它们的实施方式。主动学习目标预示着面对挑战时的积极应对、持续动力和更高成就。在绩效目标中，与能力相关的目标预示着面对挑战时会退缩和表现较差（但当学生取得成功时，会“提升”绩效）；规范性目标并不能预测动机或绩效的下降；事实上，结果目标（想要取得好成绩）与学习目标和能力目标同样相关。讨论了研究结果解决文献中差异的方式。
The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achievement in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a "boost" to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed.