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Second one, on the contrary, focuses on factors within a person that initiate, direct, sustain, and stop behavior. Although there are many content hypotheses that belong to the most prominent studies of social and psychological matter, it is essential and very necessary to concentrate on analyzing or examining the Process theories that were introduced earlier in the paper. Goal Setting Theory is allocated at the process motivational brunch of emotional science. Various researchers have paid a particularly close attention to this subject because it directly relates to the general realization of the encouragement to perform something as such. Different scholars have become very interested in children's achievement goals and their relation to achievement behavior. Several different approaches have emerged.
For instance, Bandura (1997) and Schunk (1990) have shown that specific, proximal, and somewhat challenging goals promote both self-efficacy and improved performance. Other researchers have defined and investigated broader goal orientations. For example, Nicholls and his colleagues (1990) defined two major kinds of motivation ally relevant goal patterns or orientations: ego-involved goals and task-involved goals. Individuals with ego-involved goals seek to maximize favorable evaluations of their competence and minimize negative evaluations of competence. Questions like Will I look smart? and Can I outperform others?
reflect ego-involved goals. In contrast, with task-involved goals, individuals focus on mastering tasks and increasing their competence. Questions such as How can I do this task? and What will I learn?
reflect task-involved goals. Duval and the colleagues provided a complementary analysis distinguishing between performance goals (like ego-involved goals) and learning goals (like task-involved goals). With ego-involved (or performance) goals, children try to outperform others, and are more likely to perform tasks they know they can do. Task-involved (or mastery-oriented) children choose challenging tasks and are more concerned with their own progress than with outperforming others. An important advance in this area is the distinction between performance-approach and performance-avoid goals.
This distinction arose in part because of some inconsistent evidence about the effects of performance goals on various outcomes. As the name implies, performance-approach goals imply engagement in achievement tasks for performance reasons, whereas performance-avoid goals concern disengagement in order not to appear stupid. Generally, performance-approach goals appear to have more positive consequences on motivation and achievement than do performance-avoid goals. However, there is some disagreement among goal theories about the positive consequences of performance-approach goals. This distinction is quite similar to the distinction originally made by Atkinson (1964) between the approach and avoidance components of need-achievement motivation.
Free research essays on topics related to: tasks, performance goals, distinction, achievement, ego
Research essay sample on Ego Involved Goals Task Involved Goals Performance
