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學(xué)習(xí)動機(jī)： 目標(biāo)影響學(xué)習(xí)方式

Motivational theories also explain how learners’ goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of

failure and avoid situations where their abilities are exposed. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.

量體裁衣的外在獎勵

As stated before, if extrinsic reinforcement is used incorrectly, the students’ enthusiasm and inner desire to learn can be incapacitated. This undermining occurs because extrinsic rewards create a dependency between the behavior and the reward. The answer to this problem lies in the nature of rewards and communications which have either one of two aspects: controlling or informational. The function of the controlling aspect is to bring about a certain behavioral result that is desired by the one who is giving the reward. The function of the informational aspect is to provide information to the recipient that is relevant to their performance. Even though every reward contains these two aspects, the conveyance of the reward determines its effects on intrinsic motivation.

以掌握為導(dǎo)向和以表現(xiàn)為導(dǎo)向

Mastery orientation is described as a student’s wish to become proficient in a topic to the best of his or her ability. The student’s sense of satisfaction with the work is not influenced by external performance indicators such as grades. Mastery orientation is associated with deeper engagement with the task and greater perseverance in the face of setbacks. Mastery orientation is thought to increase a student’s intrinsic motivation.

Performance orientation is described as a student’s wish to achieve highly on external indicators of success, such as grades. The students’ sense of satisfaction is highly influenced by their grades, and so it is associated with discouragement in the face of low marks. Performance orientation is also associated with higher states of anxiety. In addition, the desire for high marks increases the temptation to cheat or to engage in shallow rote-learning instead of deep understanding. Performance orientation is thought to increase a student’s intrinsic motivation if they perform well, but to decrease motivation when they perform badly.

任務(wù)導(dǎo)向和自我導(dǎo)向

A student is described as task-involved when they are interested in the task for its own qualities.

This is associated with higher intrinsic motivation. Task-involved students are less threatened by failure because their own ego is not tied up in the success of the task.

A student who is ego-involved will be seeking to perform the task to boost their own ego, for the praise that completing the task might attract, or because completing the task confirms their own self-concept (e.g, clever, strong, funny etc.). Ego-involved students can become very anxious or discouraged in the face of failure, because such failure challenges their self-concept.

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