PSYC 205 Lecture Notes - Mastery Learning, Achievement Orientation
Achievement motivation - whether a child is motivated by learning goals or by performance goals
Incremental view of intelligence - intelligence can be developed through effort
Entity view of intelligence - intelligence is fixed
Normative Developmental Trends
Early Developmental trends
Joy in mastery - noticed before age 2 - don't seem to be bothered with failure, don't
draw attention to their achievements
Approval seeking - 2-3 yrs - want recognition for task completion, show they feel bad
when they fail a task but still feel joy
Use of standards - 3-4 yrs - get a sense of competition, show pride for success and
shame for failure
Later Developmental trends
Preschoolers and kindergartners - have high self esteem and think they can complete a
lot of tasks, tend to keep going even when they fail, and are mastery-oriented
In formal school - around 7 yrs - more performance oriented and extrinsically motivated
(rewards)
Changes in goal orientation
Changes in classroom
oMore realistic feedback (rather than gold stickers in KG)
oGrouped according to ability
Changes in children's thinking
oConceptions of ability
oEg. Hard work v good grades
Changes in conceptions - study where david and allen are giving an exam and get the
same grade but David was working hard and Allen was looking around
oChildren less than 7 yrs: ability = effort --> called David smarter
oChildren in 7-9 yrs: performance = ability ---> both are smart because they got
the same grade
oChildren more than 9 yrs: ability inversely related to effort ---> called Allen
smarter (how most adults think)
Conception of ability more adult-like over time.
Development of Individual Differences
25% of achievement in grades is due to IQ. What makes up this other 75%?
Responses to Challenge (Dweck) - people who can bounce back from a challenge -> more likely for
achievement
Helpless response (30%) - give up easily, blame lack of ability, negative emotions
Mastery response (70%) - persistent, blame lack of effort, positive emotions
Theories of Intelligence:
Entity theory - ability is fixed, you are either smart or not
Incremental theory - ability can be changed, can be increased through effort
Dweck's Model
People with entity theory -> hold performance goal (Extrinsically motivated)
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Document Summary
Achievement motivation - whether a child is motivated by learning goals or by performance goals. Incremental view of intelligence - intelligence can be developed through effort. Entity view of intelligence - intelligence is fixed. Joy in mastery - noticed before age 2 - don"t seem to be bothered with failure, don"t draw attention to their achievements. Approval seeking - 2-3 yrs - want recognition for task completion, show they feel bad when they fail a task but still feel joy. Use of standards - 3-4 yrs - get a sense of competition, show pride for success and shame for failure. Preschoolers and kindergartners - have high self esteem and think they can complete a lot of tasks, tend to keep going even when they fail, and are mastery-oriented. In formal school - around 7 yrs - more performance oriented and extrinsically motivated (rewards) More realistic feedback (rather than gold stickers in kg)
