Goal & Goal Orientation Theory
Source: www.wire.wisc.eduGoal theory is an overall approach to motivation that emphasizes the need to establish goals as intrinsic motivation. A relationship exists between goal difficulty, level of performance, and effort involved. This relationship will remain positive, so long as the person is committed to the goal, has the pre-existing ability to attain it, and doesn't have conflicting goals. Goal theory states that several conditions are particularly important in successful achievement. These include goal acceptance and commitment, goal specificity, goal difficulty, and feedback.
Motivation towards Goal Oriented learning is influenced by the following variables:
· Mastery goals - understanding of concepts and content, and application to tasks - learning, task-involved, approach and avoidance
· Performance goals - performance, relative ability, ego-involved, approach and avoidance
· Outcomes - goals, attributions, self-efficacy, levels of cognitive engagement, self-regulation, affect, interest, persistence, choice behaviors
Generally goals are categorized as one of the following:
What are strengths and weaknesses of Goal Theory?
Goal theory is widely accepted due to extensive empirical research and ease of use. It is broadly applicable and has an array of data to support its effectiveness (particularly within the business realm). However, problems can arise when two existing goals conflict, or one goal receives priority over another. Plus there is no decisive theoretical framework for the theory making it helpful to use in conjunction with other theories but difficult as a stand-alone theory.
Which researchers are associated with Goal Theory?
Precursors:
Abraham Maslow- Maslow's Hierarchy of Needs
Henry Murray- Murray's Taxonomy of Needs
Contributors:
Gary Latham & Edwin Locke- Goal Setting Theory
Kathryn Wentzel- Social Goal Theory
Philip Winne & Julie Hadwin- Information Processing Theory
Carol Dweck- Self Theories
How is Goal Theory applied in practical settings?
Which research supports or criticizes Goal Theory?
Support for Goal Theory comes from individual and group settings, laboratory and field studies, across different cultures and involves many different tasks (Locke & Latham, 2002). An analysis performed by Tubbs (1986) supported the idea that specific, difficult goals are directly correlated to improve performance. Critics of Goal Theory site overuse and unintended consequences as relevant cause for concern. Also concerning is the propensity for individuals to partake in unethical behavior in order to meet a goal and subsequent reward (Ordóñez, et al., 2009).
Resources:
*www.wire.wisc.edu
*Schunk, D., Meece, J.,& Pintrich, P. (2014.) Motivation in education. Boston: Pearson.
*www.coloradoavalanchecares.com
*Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
*Tubbs, M. E. (1986). Goal-Setting: A meta-analytic examination of the empirical evidence. Journal of Applied Psychology, 71(3), 474. Retrieved October 3, 2009, from ABI/INFORM Global. (Document ID: 1152883).
*Ordóñez, L., Schweitzer, M., Galinsky, A., & Bazerman, M. (2009). Goals gone wild: The systematic side effects of over-prescribing goal setting. HBS Working Paper, 09-083. Retrieved October 1, 2009, from http://opimweb.wharton.upenn.edu/documents/research/Goals_Gone_Wild.pdf
Motivation towards Goal Oriented learning is influenced by the following variables:
· Mastery goals - understanding of concepts and content, and application to tasks - learning, task-involved, approach and avoidance
· Performance goals - performance, relative ability, ego-involved, approach and avoidance
· Outcomes - goals, attributions, self-efficacy, levels of cognitive engagement, self-regulation, affect, interest, persistence, choice behaviors
Generally goals are categorized as one of the following:
- Mastery Approach: focus on mastering task, learning , understanding
- Performance Approach: focus on being the best in comparison to others
- Mastery Avoidance: Focus on avoiding misunderstanding or not mastering task correctly
- Performance Avoidance: Focus on avoiding looking dumb in comparison to others
What are strengths and weaknesses of Goal Theory?
Goal theory is widely accepted due to extensive empirical research and ease of use. It is broadly applicable and has an array of data to support its effectiveness (particularly within the business realm). However, problems can arise when two existing goals conflict, or one goal receives priority over another. Plus there is no decisive theoretical framework for the theory making it helpful to use in conjunction with other theories but difficult as a stand-alone theory.
Which researchers are associated with Goal Theory?
Precursors:
Abraham Maslow- Maslow's Hierarchy of Needs
Henry Murray- Murray's Taxonomy of Needs
Contributors:
Gary Latham & Edwin Locke- Goal Setting Theory
Kathryn Wentzel- Social Goal Theory
Philip Winne & Julie Hadwin- Information Processing Theory
Carol Dweck- Self Theories
How is Goal Theory applied in practical settings?
- Include learners in goal setting
- Set specific goals
- Set individual goals
- Provide ongoing feedback
- Have learners be active in setting goals and the review process
- Ensure that goals are focused on areas that are important to current and future goals
- Align reward systems with desirable results
Which research supports or criticizes Goal Theory?
Support for Goal Theory comes from individual and group settings, laboratory and field studies, across different cultures and involves many different tasks (Locke & Latham, 2002). An analysis performed by Tubbs (1986) supported the idea that specific, difficult goals are directly correlated to improve performance. Critics of Goal Theory site overuse and unintended consequences as relevant cause for concern. Also concerning is the propensity for individuals to partake in unethical behavior in order to meet a goal and subsequent reward (Ordóñez, et al., 2009).
Resources:
*www.wire.wisc.edu
*Schunk, D., Meece, J.,& Pintrich, P. (2014.) Motivation in education. Boston: Pearson.
*www.coloradoavalanchecares.com
*Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
*Tubbs, M. E. (1986). Goal-Setting: A meta-analytic examination of the empirical evidence. Journal of Applied Psychology, 71(3), 474. Retrieved October 3, 2009, from ABI/INFORM Global. (Document ID: 1152883).
*Ordóñez, L., Schweitzer, M., Galinsky, A., & Bazerman, M. (2009). Goals gone wild: The systematic side effects of over-prescribing goal setting. HBS Working Paper, 09-083. Retrieved October 1, 2009, from http://opimweb.wharton.upenn.edu/documents/research/Goals_Gone_Wild.pdf