Iycee Charles de Gaulle Summary Achievement Goal orientations are also connected to

Achievement Goal orientations are also connected to

Achievement goal orientations, in other words
orientations related to learning and performance, reflect on how students
orientate themselves towards learning and studying, what kind of goals they
endeavor, andwhat kind of final results they aim at (Tuominen-Soini et al.,
2010). Goal orientations refer to a disposition that manifests itself in the
individual’s propensity to select certain goals and to favor certain outcomes;
it reflects individuals’ preferences for particular types of desired end-states
(Niemivirta, 2002b; Tuominen- Soini et. al., 2008). Goal orientations are also
connected to supportive and maintaining, as well as disturbing and preventive,
impressions and beliefs of learning (Niemivirta, 2002a).   As Tuominen-Soini et al. (2010; 2012) write
traditionally there has been a division into two separate orientations in a
learning situation: mastery orientation, in which students tend to emphasize
learning and mastering knowledge, and performance orientation, in which
students are driven by achievements. Tuominen-Soini et al. (2008; 2012)
continue that all students do not actively try to learn, but actually try to
survive studies with a minimum workload. This passive approach is called
avoidance orientation.  Elliot and
Harackiewicz (1996) divided the performance orientation into
performance-approach orientation and performance-avoidance orientation.
Performance-approach orientation is directed at demonstrating competence
(Elliot &Harackiewicz, 1996; Tuominen-Soini et al., 2011, 2012). It reflects
a student’s endeavor to succeed in respect to other students and to show
competence (Tuominen-Soini et al., 2010). Performance-approach goals may have a
positive effect on effort, persistence, and graded performance or achievement,
but the pursuit of such goals may also be associated with anxiety, superficial
processing and stress (Tuominen-Soini et al., 2008). Performance-approach
orientation is a significant predictor of academic achievement.
Performance-avoidance orientation in turn is directed at avoiding the
demonstration of normative incompetence and public image of ineptness (Elliot
, 1996; Elliot & Church, 1997; Tuominen-Soini et al.,
2010, 2011, 2012). Performance-avoidance goals have been found to be linked
with negative outcomes and indices of maladaptive adjustment, such as anxiety,
hopelessness, superficial and disorganized study strategies, lower performance,
self-concept and self-efficacy, and self-handicapping (Tuominen-Soini et al.,
2008, 2010). Mastery orientation has also been divided into two more specific
orientations: mastery-extrinsic orientation and mastery-