Achievement goal theory is a broadly accepted and backed framework for explaining and studying academic motivation and informing classroom practice (Anderman & Patrick, 2012). This theory has typically focused on goal orientations of mastery and performance which are further distinguished as either approach or avoid goals (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013; Anderman & Patrick, 2012). Mastery goals are usually considered the best form of motivation (Khajavay, Bardach, Hamedi & Luftenegger, 2018; McDevitt et al, 2013), however, performance-approach goals can achieve similar or better results (Anderman & Patrick, 2012). Performance goal results are generally less stable (Anderman & Patrick, 2012) which can be explained by self-efficacy
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While adaptability correlates with engagement and achievement through personal best goal setting (Burns, Martin & Collie, 2018), it is personal best goal setting that will be the focus of this study. This is because adaptability is a personal attribute that moderates goals in much the same way that efficacy does (Burns et al., 2018). Personal best goal setting has been correlated with improved engagement and achievement (Burns et al., 2018; Martin & Elliot, 2015; Martin, 2015). As with most intervention strategies, goal-setting is rarely separated from other interventions such as feedback and instruction. Therefore, while focused on goal-setting as a means to improve engagement, it is assumed that it will work alongside instruction and feedback …show more content…
Through a synthesis of research, growth goals were considered distinct to performance and mastery goals by Locke and Latham (2002). The four dimensions of personal best goals align them with growth goals by requiring specificity, challenge, competitive self-referenced goals, and self-improvement goals as theorised by Martin (2006). Through a cross-sectional survey, Martin(2006) conducted quantitative research into dimensions of academic engagement that underpin personal best goal-setting theory. Although the sample was of high school students, 61% were in Year 7 and Year 8 (Martin, 2006); thereby the findings might apply to upper primary students as well. Martin’s (2006) findings had strong correlations between the four factors of personal best orientation and educational aspirations, school enjoyment, class participation and goal persistence. The main limitation of this study was in its sample; students in this study were self-selected and disproportionately represented by secondary students which may have skewed aspirations towards science (Martin, 2006). In addition, the overt nature of the survey may have lead some students to describe themselves inaccurately. Nevertheless, these findings align with later studies investigating personal best goals (Khajavay et al., 2018; Burns, Martin & Collie, 2018; Martin & Elliot, 2015; Martin, 2015). Although not
While adaptability correlates with engagement and achievement through personal best goal setting (Burns, Martin & Collie, 2018), it is personal best goal setting that will be the focus of this study. This is because adaptability is a personal attribute that moderates goals in much the same way that efficacy does (Burns et al., 2018). Personal best goal setting has been correlated with improved engagement and achievement (Burns et al., 2018; Martin & Elliot, 2015; Martin, 2015). As with most intervention strategies, goal-setting is rarely separated from other interventions such as feedback and instruction. Therefore, while focused on goal-setting as a means to improve engagement, it is assumed that it will work alongside instruction and feedback …show more content…
Through a synthesis of research, growth goals were considered distinct to performance and mastery goals by Locke and Latham (2002). The four dimensions of personal best goals align them with growth goals by requiring specificity, challenge, competitive self-referenced goals, and self-improvement goals as theorised by Martin (2006). Through a cross-sectional survey, Martin(2006) conducted quantitative research into dimensions of academic engagement that underpin personal best goal-setting theory. Although the sample was of high school students, 61% were in Year 7 and Year 8 (Martin, 2006); thereby the findings might apply to upper primary students as well. Martin’s (2006) findings had strong correlations between the four factors of personal best orientation and educational aspirations, school enjoyment, class participation and goal persistence. The main limitation of this study was in its sample; students in this study were self-selected and disproportionately represented by secondary students which may have skewed aspirations towards science (Martin, 2006). In addition, the overt nature of the survey may have lead some students to describe themselves inaccurately. Nevertheless, these findings align with later studies investigating personal best goals (Khajavay et al., 2018; Burns, Martin & Collie, 2018; Martin & Elliot, 2015; Martin, 2015). Although not