Goal setting to grow Motivation - Part 2

Goal-setting to grow motivation

Intrinsic motivation is supported through mastery or learning goals instead of performance goals. We need to distinguish between learning and performance goals (see table). Mastery goals focus on the process and are usually associated with persistence, risk taking and active learning. In contrast, performance goals are linked with ability and self-worth as they focus on the product or achievement.

We need both types of goals but the appropriate and timely use of the 2 types of goals need to be wisely implemented. Struggling students or students with a protracted experience of failures are more likely to be less motivated or even amotivated. Engineering little successes in helping them achieve their goals is essential to build their self-efficacy or confidence (see post on motivation, part 1). However the common issue encountered is that we have difficulty getting them to even 'set goals'. The longer the experience of failures, the greater the effort required to grow their intrinsic motivation. A more thoughtful analysis of student's profile (strengths & needs), interests and affect will determine how the multi-prong approach (which areas and in which order) to target the 4Cs will be implemented.

Teaching them the difference between mastery goals vs performance goals can a good way to start before I guide them to set a mastery goal that I know they are able to achieve. This reiterates the important point on 'engineering little successes' to grow their motivation.

Generally for struggling students at early stages of proficiency, learning or mastery goals may be more effective as the focus is on mastering the skills; they have control over the learning instead of being focused on the grade in task evaluation. In later stages where there is basic proficiency, performance goals could help to drive students to excel in the short term. However if not managed carefully, repeated experiences of failure to meet performance goals could lead to work avoidance.

Goals needs to be SMART: specific, measurable, realistic and attainable within a reasonable time period. Creating smaller goals provides a progressive experience of success towards the greater and long-term goals.

We can help by connecting their success to their effort with intentional statements like “your hard work is paying off.” This is linked with developing the growth mindset. Another important way is to model the goal setting, effort and perseverance too (see post on role modelling).

Goal setting as problem solving

Goals become ‘visible’ when they are written down. It is also important to:

1) identify their strengths/resources that can help them achieve the goals

2) identify the obstacles the might prevent them from realising the goals

3) possible steps they can try to overcome the identified obstacles.

Even if they were unsuccessful, it provides a chance to co-evaluate how effective their strategies were and brainstorm new strategies. This too, promotes the growth mindset that intelligence or ability can be grown.