MOTIVATIONAL BELIEFS, GOALS AND STYLES - PowerPoint PPT Presentation

1 / 20
About This Presentation
Title:

MOTIVATIONAL BELIEFS, GOALS AND STYLES

Description:

Weiner (1985) suggests that we each act as na ve psychologists trying to ... WEINER'S (1972) ATTRIBUTION MODEL. Ability. Task Difficulty. Coaching. Luck. Officiating ... – PowerPoint PPT presentation

Number of Views:27
Avg rating:3.0/5.0
Slides: 21
Provided by: coe157
Category:

less

Transcript and Presenter's Notes

Title: MOTIVATIONAL BELIEFS, GOALS AND STYLES


1
MOTIVATIONAL BELIEFS, GOALS AND STYLES
  • Damon Burton
  • University of Idaho

2
GOAL MODEL OF MOTIVATION
  • (Antecedents)
    (Consequences)
  • Beliefs about
    Motivational
  • Talent Goals
    Styles
  • Capacity Outcome Success-

  • Failure-Oriented
  • Learning Process
    Mastery
  • or Performance
    Oriented

3
BELIEFS ABOUT TALENT INTELLIGENCE
  • Capacity beliefs intelligence and sport ability
    are fixed and unchangeable.
  • The worst thing is to look dumb or incompetent
  • Talent is measured now and far into the future.
  • Learning beliefs intelligence and talent are
    changeable and controllable.
  • The worst thing is to not learn.
  • Talent is measured for the present but not for
    the future.

4
ROLE OF EFFORT IN TALENT BELIEFS
  • Capacity beliefs high ability means you
    shouldnt have to work hard.
  • They feel smart when others struggle.
  • They perceive a negative relationship between
    effort and performance.
  • Learning beliefs hard work always is necessary
    to reach your potential.
  • They feel smart when they help others or bring
    out the best in others.
  • They perceive a positive relationship between
    effort and performance.
  • Effort will get your somewhere better as long as
    you work hard.

5
BELIEFS-GOAL RELATIONSHIPS
  • Outcome Goals Outcome
    Goals Performance Goals
  • Low Challenge High
    Challenge High Challenge
  • Capacity 50 32
    18
  • Learning 10 29 61

6
BELIEFS PREDICT JUNIOR HIGH TRANSITION
  • 7th grade important transition that is stressful
    to adolescents because
  • work gets suddenly harder,
  • workload becomes greater,
  • grading is more stringent,
  • grades become more important and
  • instruction is less personalized.

7
IMPACT OF BELIEFS ON FAILURE RESPONSES

  • Learning Capacity Depressed
  • Group Group
    Group
  • Global Self-Putdown 2 7
    6
  • Intellectual Blame 3 8
    7
  • Negative Affect 4 8
    8.5

8
HOW ARE BELIEFS DEVELOPED?
  • Feedback patterns have a major impact on beliefs.
  • If feedback focuses on traits (e.g., youre very
    talented) to explain success or lack of talent to
    explain failure, capacity beliefs develop.
  • If feedback focuses on effort and strategy as the
    keys to success and failure, learning beliefs
    develop

9
WHAT ARE MOTIVATIONAL STYLES?
  • Motivational Styles are specific motivational
    patterns adopted by performers based on their
    beliefs about talent, how they define
    success/failure (i.e., place highest priority on
    outcome versus process/performance goals) and
    perceived competence.
  • These motivational patterns have a profound
    impact of Flow, long-term development and
    performance.

10
MOTIVATIONAL STYLES
  • mastery-oriented
  • success-seekers or
  • success-oriented
  • failure-avoiders or
  • failure-oriented

11
MASTERY-ORIENTED (MO)
  • Process and performance goals are given highest
    priority in defining success.
  • They feel successful when they learn, improve and
    master tasks.
  • Perceived competence doesnt influence MO
    performers as long as they believe they can learn
    and get better.

12
FAILURE AVOIDERS (FA)
  • Outcome goals are given highest priority in
    defining success.
  • They feel successful when they win and socially
    compare well.
  • FAs normally have low perceived competence
    because they lose often.
  • Motivation eventually switches from striving for
    success to trying to avoid failure.

13
SUCCESS-SEEKERS (SS)
  • Outcome goals are given highest priority in
    defining success.
  • They feel successful when they win and socially
    compare well.
  • FAs normally have high perceived competence
    because they win or place high often.

14
MASTERY-ORIENTED
  • Outlook about Competition positive and
    optimistic
  • Attributions for Success effort
  • Attributions for Failure effort
  • Effort Expenditure consistently maximal effort,
  • Task Choice very difficult tasks or opponents,
    and
  • Response to Failure great persistence that
    prompts increases effort and improves problem
    solving

15
FAILURE-AVOIDERS
  • Outlook about Competition negative and
    pessimistic,
  • Attributions for Success luck or an easy task,
  • Attributions for Failure lack of ability,
  • Effort Expenditure low on moderate difficulty
    task and high on easy tasks,
  • Task Choice very easy or very difficult tasks
    or opponents, and
  • Response to Failure give up quickly and quit
    trying will drop out if they can.

16
SUCCESS-SEEKERS
  • Outlook about Competition positive and
    optimistic,
  • Attributions for Success high ability,
  • Attributions for Failure effort,
  • Effort Expenditure just high enough effort to
    win,
  • Task Choice moderately difficult tasks, and
  • Response to Failure moderate persistence as
    long as they think they can win, prompting
    increased effort and improved problem solving

17
WHAT IS AN ATTRIBUTION?
  • Attributions are reasons given to explain
    successes and failures.
  • Weiner (1985) suggests that we each act as naïve
    psychologists trying to understand the reasons
    for why a particular outcome occurs.
  • For example, a girl may try to figure out why she
    lost a tennis match or did poorly on an exam.

18
WHY ARE ATTRIBUTIONS IMPORTANT?
  • Motivational is cyclical in nature. How you do
    in one competition influences your motivation for
    future competitions.
  • KEY POINT Two factors are important for
    determining future motivation.
  • consistent success at challenging tasks,
  • taking credit for your success due to factors you
    control such as effort and skill,

19
WEINERS (1972) ATTRIBUTION MODEL
External
Internal
Task Difficulty Coaching
Ability
Stable
Effort Strategy Preparation Performance
Luck Officiating
Unstable
20
  • The
  • End
Write a Comment
User Comments (0)
About PowerShow.com