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- Vol 4 RE: Chapters 2, 5, App A, App B, App C
goal orientationself-regulated learningmastery goalsperformance goalsachievement motivationmetacognitive regulationclassroom goal structuresBook chapter Evidence summaryAt a glance
Pintrich integrates achievement-goal theory with a general model of self-regulated learning. The framework treats learners as active participants who can monitor and regulate cognition, motivation, behaviour, and features of their environment across phases of forethought, monitoring, control, and reaction.
Key ideas
Goal orientations provide purposes for achievement activity and influence how students interpret tasks, judge competence, choose strategies, persist, and respond to difficulty. The chapter distinguishes mastery and performance goals and their approach and avoidance forms. Evidence reviewed suggests that mastery-approach goals are generally associated with adaptive beliefs, deeper processing, effort, and self-regulation, while avoidance orientations are more consistently maladaptive; performance-approach findings are mixed and depend on outcomes and context. Goals are not isolated traits, and students can pursue multiple goals shaped by classroom structures.
Why it matters
For educators, the account supports emphasising understanding, improvement, meaningful challenge, strategy use, and informative feedback while reducing conditions that make avoiding failure or public comparison dominant. The chapter also cautions that relationships are probabilistic and calls for more precise longitudinal and contextual research.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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