meta-cognition, motivation, and affect psy504 spring term, 2011 february 9, 2010
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TRANSCRIPT
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Meta-Cognition, Motivation, and Affect
PSY504Spring term, 2011February 9, 2010
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Achievement Goals
• What is the student’s goal in the learning situation?
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Goal Orientation
• Dweck often referred to this as “goal orientation”
• More recently, “goal orientation” is out of fashion
• Increasing evidence that student goals are situationally determined and malleable– cf. McNeil & Alibali, 2000
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Today’s Structure
• We’ll go over some of the key models of achievement goal structure
• Then we’ll discuss some of the evidence for the different models
• Then we’ll discuss impacts on other constructs (e.g. learning, behavior)
• As always, interrupt anytime!
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Dichotomous model of goals
• Dweck & Elliott (1983)
• Note: Elliott and Elliot are not the same person
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Dweck & Elliot (1983)
• Student goals divide into
• Performance goals – “in which individuals are concerned with gaining
favorable judgments of their competence”• Learning goals– “in which individuals are concerned with
increasing their competence”– also called “task goals” or “mastery goals”
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Trichotomous Model of Goals
• Elliot & Church, 1997
• Learning goals remain the same • Performance goals are split in half
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Trichotomous Model of Goals
• Elliot & Church, 1997
• Learning goals remain the same • Performance goals are split in half– Performance-approach goals – “directed toward
the attainment of favorable judgments of competence”
– Performance-avoidance goal – “focused on avoiding unfavorable judgments of competence”
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2x2 Model of Goals
• Elliot & McGregor (2002)
• Splits mastery into mastery-approach (previous mastery), mastery-avoidance
“In the mastery-avoidance goal construct… the evaluative referent is specific to the task itself or the person’s own attainment trajectory, and the focus is on avoiding a negative possibility.”
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2x2 Model of Goals
• Elliot & McGregor (2002)
“Several examples may be provided: striving to avoid misunderstanding or failing to learn course material…. Striving to avoid leaving a crossword puzzle incomplete… perfectionists who strive to avoid making any mistakes or doing anything wrong or incorrectly…”
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Work Avoidance
• Harackiewicz et al. (1997, 2000, 2002)
• Having a goal of avoiding work or doing minimal work
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Questions? Comments?
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Evidence on construct separation
• Performance-Approach .vs. Performance-Avoid
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Middleton & Midgley, 1997
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Elliot & Church, 1997
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Elliot & McGregor, 2002
• Correlation between performance-approach and performance-avoid in 3 studies: 0.18, 0.21, 0.21
• Given in context of intro. psychology course
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Some contrary evidence
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Middleton & Midgley, 1997
• Correlation between performance-approach and performance-avoidance goals: 0.56
• Middle school students doing math
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Pekrun et al., 2006
• Correlation between performance-approach and performance-avoidance goals: 0.59
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Evidence on construct separation
• Mastery-Approach .vs. Mastery-Avoid
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Elliot & McGregor, 2002
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Elliot & McGregor, 2002
• Correlation between mastery-avoid and mastery-approach goals in 3 studies: 0.31, 0.35, 0.40
• Correlation between mastery-avoid and perf-avoid: 0.10, 0.24, 0.36
• Correlation between performance-approach and performance-avoid in the same 3 studies: 0.18, 0.21, 0.21
• Given in context of intro. psychology course
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De la Rosa 2010
• Correlation between mastery-avoid and mastery-approach: 0.18
• Correlation between mastery-avoid and perf-avoid: 0.33
• Middle school students in Philippines
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Evidence on construct separation
• Work Avoidance
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Harackiewicz et al., 1997
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Harackiewicz et al., 1997, 2002
• Correlation between performance goal, work avoidance: 0.21, 0.24
• Correlation between mastery goal, work avoidance: -0.10, -0.29
• Given in context of intro. psychology course
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Dupeyrat & Marine, 2002
• Correlation between performance goal, work avoidance: -0.43
• Correlation between mastery goal, work avoidance: -0.46
• Given in context of adults taking high-school equivalency course
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Questions? Comments?
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Impacts on Related Constructs
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Literally dozens of studies
• I’ll discuss a few famous (and representative) ones
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Nolen, 1988
• Learning goals associated with significantly greater self-reported use of deep processing strategies when reading
• Work avoidance goals associated with significantly less deep processing
• Non-significant correlation for performance goals
• Middle school science classes
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Elliot, McGregor, & Gable, 1999
• Mastery goals and exam performance (r=0.17 sig, r=0.11 ns)
• Perf-approach goals and exam performance (r=0.23 sig, r=0.08 ns)
• Perf-avoid goals and exam performance (r=-0.27 sig, r=-0.30 sig)
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Elliot, McGregor, & Gable, 1999(everything measured by questionnaire)
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Harackiewicz et al.
• 1997: Work avoidance and final grade -0.09 ns• 2000: Work avoidance and final grade -0.11• 2002: Work avoidance and final grade -0.15
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Harackiewicz et al., 2002
• Mastery goal and final course grade (intro psych course): r=0.03 ns
• Performance goal and final course grade (intro psych course): r=0.14
• Mastery goal and taking more courses in future r=0.18
• Performance goal and taking more courses in future r=-0.01 ns
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Dupeyrat & Marine, 2002
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Blackwell et al., 2007
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Breaking out of self-report…
• Using behavioral measures of student learning strategies…
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McQuiggan et al. (2008)
• Students with mastery-approach goals took more voluminous notes than students with other goals (p-app, p-av, m-av)
• Population: middle school science, working in an ITS
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Hershkovitz et al. (under review)
• Using EDM detector of carelessness
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Comments? Questions?
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Tomorrow (Wednesday)• Extrinsic/Intrinsic Motivation
• Readings– Ryan, R.M., Deci, E.L. (2000) Intrinsic and Extrinsic Motivations: Classic
Definitions and New Directions. Contemporary Educational Psychology, 25, 54-67.
– Lepper, M.R., Henderlong, J. (2000) Turning "Play" into "Work" and "Work" into "Play": 25 Years of Research on Intrinsic Versus Extrinsic Motivation. In Sansone, J., Harackiewicz, J.M. (Eds.) Intrinsic and Extrinsic Motivation: The Search For Optimal Motivation and Performance, Ch. 10, 257-310.
– Vansteenkiste, M., Lens, W., Deci, E.L. (2006) Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist, 41 (1), 19-31.