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Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". [1] In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. [2]
Goal setting theory has to do with the relationship between goal determination (goal setting) and behavior, with learners’ selection of goals, the degree of motivation for fulfilling the goals, and the likelihood of the fulfillment of the goals being in the spotlight. This theory is composed of two main components as follows: the ...
Whereas goal setting theory was developed in the sub-domain organizational psychology and primarily focuses on motivation and measuring task performance, the related but distinct literature around goal orientation was developed in the sub-domain of educational psychology and tends to focus on ability and trait measurement, this division has led ...
Higgins’ theory of regulatory fit (see Regulatory focus theory) asserts that individuals whose regulatory focus (either a prevention or promotion orientation) aligns with their approach to goal pursuit will demonstrate greater levels of motivation to complete the goal compared to individuals whose approach to goal pursuit is incongruent with ...
The SMART framework does not include goal difficulty as a criterion; in the goal-setting theory of Locke and Latham, it is recommended to choose goals within the 90th percentile of difficulty, based on the average prior performance of those that have performed the task. [5] [3] Goals can be long-term, intermediate, or short-term.
Individuals can pursue different goals with diverse regulatory orientations and in unlike ways. There are two different kinds of regulatory orientations that people use to obtain their goals: promotion-focus orientation and prevention-focus orientation. These terms are derived from E. Tory Higgins's Theory of Regulatory Focus.
An individual's motivation towards achievement is shaped by their implicit theory of intelligence (and their related implicit theories about domain-specific aptitudes) and its associated goals. J.G. Nicholls proposed two different types of goals related to achievement. Task involvement goals involve individuals aiming to improve their own ...
Generally, SDT is described as having either five or six mini-theories. The main five mini-theories are cognitive evaluation theory, organismic integration theory, causality orientations theory, basic needs theory, and goal contents theory. [16] [17] The sixth mini-theory that some sources include in SDT is called Relational Motivation Theory. [15]