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学习动机： 目标影响学习方式

Motivational theories also explain how learners’ goals affect the way that

they engage with academic tasks. Those who have mastery goals strive to increase

their ability and knowledge. Those who have performance approach goals strive

for high grades and seek opportunities to demonstrate their abilities. Those who

have performance avoidance goals are driven by fear of

failure and avoid situations where their abilities are exposed. Research has

found that mastery goals are associated with many positive outcomes such as

persistence in the face of failure, preference for challenging tasks, creativity

and intrinsic motivation. Performance avoidance goals are associated with

negative outcomes such as poor concentration while studying, disorganized

studying, less self-regulation, shallow information processing and test anxiety.

Performance approach goals are associated with positive outcomes, and some

negative outcomes such as an unwillingness to seek help and shallow information

processing.

量体裁衣的外在奖励

As stated before, if extrinsic reinforcement is used incorrectly, the

students’ enthusiasm and inner desire to learn can be incapacitated. This

undermining occurs because extrinsic rewards create a dependency between the

behavior and the reward. The answer to this problem lies in the nature of

rewards and communications which have either one of two aspects: controlling or

informational. The function of the controlling aspect is to bring about a

certain behavioral result that is desired by the one who is giving the reward.

The function of the informational aspect is to provide information to the

recipient that is relevant to their performance. Even though every reward

contains these two aspects, the conveyance of the reward determines its effects

on intrinsic motivation.

以掌握为导向和以表现为导向

Mastery orientation is described as a student’s wish to become proficient in

a topic to the best of his or her ability. The student’s sense of satisfaction

with the work is not influenced by external performance indicators such as

grades. Mastery orientation is associated with deeper engagement with the task

and greater perseverance in the face of setbacks. Mastery orientation is thought

to increase a student’s intrinsic motivation.

Performance orientation is described as a student’s wish to achieve highly on

external indicators of success, such as grades. The students’ sense of

satisfaction is highly influenced by their grades, and so it is associated with

discouragement in the face of low marks. Performance orientation is also

associated with higher states of anxiety. In addition, the desire for high marks

increases the temptation to cheat or to engage in shallow rote-learning instead

of deep understanding. Performance orientation is thought to increase a

student’s intrinsic motivation if they perform well, but to decrease motivation

when they perform badly.

任务导向和自我导向

A student is described as task-involved when they are interested in the task

for its own qualities.

This is associated with higher intrinsic motivation. Task-involved students

are less threatened by failure because their own ego is not tied up in the

success of the task.

A student who is ego-involved will be seeking to perform the task to boost

their own ego, for the praise that completing the task might attract, or because

completing the task confirms their own self-concept (e.g, clever, strong, funny

etc.). Ego-involved students can become very anxious or discouraged in the face

of failure, because such failure challenges their self-concept.