Event Title

Children's Endorsement of Mastery Goals Predicts Their Academic Competence

Location

King Building 343

Start Date

4-29-2016 4:00 PM

End Date

4-29-2016 5:15 PM

Abstract

Children’s academic motivation has implications for current and future scholastic performance. Students who espouse mastery goals focus on the process of learning, whereas students who espouse performance goals focus on how they appear to others. In the present study, students who endorsed mastery goals were more academically competent than students who endorsed multiple goals. This finding speaks to the unresolved scholarly debate between the mastery and multiple-goal perspectives. It contributes to an understanding of the patterns and development of children’s academic strivings, thereby helping concerned adults facilitate age-appropriate learning environments that foster children’s optimal development.

Notes

Session III, Panel 17 - Meditations on Motivation, Mastery, and Memory
Moderator: Cindy Frantz, Associate Professor of Psychology

Major

Psychology

Advisor(s)

Nancy Darling, Psychology

Project Mentor(s)

Travis Wilson, Psychology

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Apr 29th, 4:00 PM Apr 29th, 5:15 PM

Children's Endorsement of Mastery Goals Predicts Their Academic Competence

King Building 343

Children’s academic motivation has implications for current and future scholastic performance. Students who espouse mastery goals focus on the process of learning, whereas students who espouse performance goals focus on how they appear to others. In the present study, students who endorsed mastery goals were more academically competent than students who endorsed multiple goals. This finding speaks to the unresolved scholarly debate between the mastery and multiple-goal perspectives. It contributes to an understanding of the patterns and development of children’s academic strivings, thereby helping concerned adults facilitate age-appropriate learning environments that foster children’s optimal development.