Week 8: March 4 Announcements Welcome! Please sit with Base Group. Today’s plan. Base Group Check-in Check-in Question: What are you looking forward to in the next few weeks? You do not have permission to view this form. Research Report Feedback You do not have permission to view this form. Readings READINGS Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego: Academic Press. Hulleman, C. S., & Senko, C. (2010). Up around the bend: Forecasts for achievement goal theory and research in 2020. In T. Urdan & S. Karabenick (Eds.) The decade ahead: Theoretical perspectives on motivation and achievement. Advances in Motivation and Achievement (Vol. 16, pp. 71-104). Bingley, UK: Emerald. Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113. Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientations: A person-centered approach. Contemporary Educational Psychology, 36, 82-100. Optional Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176. Butler, R. (2012). Striving to connect: Extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726-742. Achievement Goal Theory and Debate Linnenbrink & Pintrich, 2000: Figure 8.1, p. 203 – Jigsaw 5 variables and associated links Hulleman & Senko, 2010: Table 2, pp. 82-83 – Jigsaw: I Mastery, I Multiple, II Mastery, II Multiple, III Both Seminar Discussion What does it mean that achievement goal orientations represent an organized system? Do the multiple goal and mastery goal perspectives consider this issue in the same way? What types of methodological approaches are needed to resolve this debate? What about Dowson & McInerney or Tuominen-Soini et al.? Given what you’ve read, should performance-approach goals be encouraged in school contexts? Base Group Check-out You do not have permission to view this form.