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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]
At its core, goal orientation refers to the ability to set clear goals and consistently work toward them. This approach goes beyond mere goal setting; It involves a proactive and persevering mindset that guides daily actions.
Goal Orientation Theory explains the four goal orientations and their implications for teaching. Goals that Contribute to Achievement. What kinds of achievement goals do students hold?
Goal orientations refer to the reasons or purposes for engaging in a goal and explain individuals’ different ways of approaching and responding to achievement situations (Ames & Archer, 1988; Meece, Anderman, & Anderman, 2006). Mastery and performance goals are the two most basic goal orientations (Ames & Archer, 1988).
Goal orientation, a theory that originated primarily in the educational and social psychology fields, has emerged in the past two decades as a prominent theory in organizational psychology and organizational behavior.
Goal orientation refers to differences in how people interpret and respond to achievement situations (Dweck, 1986). Research has identified two distinct goal orientations: performance and mastery.
22 wrz 2006 · Goal orientation theory, which partially emerged from research that investigated the different meanings of achievement in different cultures (e.g., Maehr & Nicholls, 1980), would benefit at this point from complementing survey methods, and a cross-cultural approach to motivation in different cultural groups, with research that focuses on the ...
