Classroom tasks and student ability effects on motivation goal orientation in early adolescence : a cognitive-developmental study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mary-Louise Biasotti Hooper (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David B. Strahan

Abstract: Motivation goal orientation declines across school years from learning to master tasks to learning for grades, to please others, avoid negative evaluations, or to do the task as quickly as possible. This research assessed the relationship between different types of language arts tasks, student ability levels, and motivation goal orientation in sixth grade. Six high, six average, and six low achievers (nine girls and nine boys) comprised the sample. Motivation goal orientations are defined as learning to master tasks and increase competence (task-mastery), learning for a grade, to please others, or avoid a negative evaluation of ability (ego-social), or to do the task as quickly as possible (work-avoidant). Tasks are written products that demonstrate student proficiency. Classroom tasks were collected for eight days and quantitatively analyzed by cognitive level and the type of written response required (literacy response). Tasks below application cognitive levels and below sentences literacy response are simple tasks; tasks application and above, and sentences and above are complex tasks. Each student was interviewed on at least two simple and two complex tasks. Interviews were analyzed for motivation goal orientation.

Additional Information

Language: English
Date: 1991
Motivation (Psychology) in adolescence
School children $x Attitudes

Email this document to