Superficial and Rigid or Vigilant and Flexible? Examining the Learning Approaches Triggered by Performance-Approach Goals

• In Event: Poster Session 5
  In Poster Session: Motivation in Education SIG: Poster Session 1 of 2

Abstract

Two classroom studies tested whether mastery goals and performance goals nudge students to pursue different learning agendas, with consequences to their achievement (Senko & Miles, 2008). Each showed that mastery goals triggered an interest-based studying approach in which students allocate study time disproportionately to personally interesting material over duller material, and also that this tactic can undermine exam performance. Conversely, performance goals, often assumed to prompt only superficial learning, heightened students’ vigilance for cues about how to succeed, which encouraged flexibility in how deeply they study course material and was conducive to achievement. These findings offer intriguing contributions for the broader discussion about when and why achievement goals affect achievement.

Authors

• Corwin Senko, State University of New York - New Paltz

• Hidetoshi Hama, SUNY - College at New Paltz

• Kimberly Belmonte, SUNY - College at New Paltz