In its discussion of motivation, the textbook describes four kinds of achievement goals: mastery approach goals, mastery avoidance goals, performance-approach goals, and performance-avoidance goals.
a. In a short paragraph, explain how mastery goals are different than performance goals and how approach goals are different than avoidance goals.
b. Describe four ways in which students with mastery goals and those with performance goals are likely to think and/or act differently.
c. List three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.
Question 2
Three of the following strategies are consistent with the textbook's recommendations for forming expectations and attributions for students' performance. Which one is not consistent with the textbook's recommendations?
a. Assume that every student has one or more areas of strength.
b. Keep in mind that teachers do make a difference in students' lives.
c. Limit your assessments of student achievement to informal observations.
d. Communicate the belief that learning more effective strategies may help students perform more successfully.
Evaluation measures to determine the success of goals
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