Ames, C., & Archer, J., (1988). Achievement goals in the classroom: Students’ learning strategies and motivation process. Journal of Educational Psychology, 80(3), 260-267.

Ames and Acher set out to close several gaps in the mastery vs. performance goal orientation literature. Prior to this study, the link between different goal orientations was established from research in laboratory settings and not in actual classrooms. Additionally, research had been done on students’ knowledge or awareness of general learning strategies but little research had been undertaken regarding how the context of learning affects students’ actual use of learning strategies.

The purpose of the Ames and Archer study was to investigate how classroom goal orientation (mastery and performance) was related to specific motivational patterns in an actual classroom setting. Through a review of the literature, the authors identified the climate dimensions of each achievement orientation. Examples of climate dimensions include how the student defined success and how the student viewed errors (see Table 1, p.261). By identifying the climate dimensions characteristic of each achievement orientation, the authors were able to operationalize mastery and performance goals for the purpose of measurement.

Methodology Four to six students (grades 8-11) attending a school for academically advanced students were randomly selected from English, math, science, and social studies classes to complete a survey (N=176). The survey measured perceptions of their: (a) perception of mastery and performance classroom goal structures, (b) use of learning strategies, (c) preference for task challenge, (d) attitude towards class, (e) rating of how their performance was mediated by their ability, effort, use of learning strategies, the difficulty or ease of the task and teachers’ performance, and (e) perceived ability relative to their classmates.

Analysis and Results The authors used three forms of analysis to answer the research questions. The first analysis was a zero-order correlation that measured the relationship of the students’ scores on mastery and performance scales with learning strategy, task choice, attitude, and attribution measures. Results of the correlations indicated that individual differences across these variables were related to how the students perceived the goal orientation of the classroom. In other words, when students perceived the classroom goal orientation to be mastery, they were more likely to prefer tasks that were challenging, used more learning strategies, and reported liking the class.

A regression analysis was performed to compare the unique contribution of perceived ability and perceived goal orientation to the use of learning strategies, task choices, and attitude. This analysis was done because research indicated that perceived ability is an important predictor of learning strategies, task choices, and attitude. The authors wanted to establish if goal orientation was a predictor of these variables above and beyond perceived ability. The regression analysis yielded the expected relationship between students’ perceived ability and learning strategies, task choices, and attitudes. Additionally, perceived mastery orientation remained a significant predictor of these variables after perception of ability was entered.

Ames and Archer also wanted to know how groups of students with different perceptions of the learning environment differed on the variables they were measuring. These results allowed the authors to make additional judgments regarding the relationship between the students’ perception of classroom goal orientation and the use of learning strategies, task choices, and attitudes. This analysis teased out the positive impact of the mastery orientation even when performance goals are present.

Additional Findings/Implications

• Mastery and performance orientations were shown to be independent dimensions of how students perceived the learning environment.
• "Mastery goal orientation may foster a way of thinking that is necessary to sustain student involvement in learning as well as increase the likelihood that students will pursue tasks that foster increments in learning." (p.264)
• "The degree to which a mastery orientation characterized the classroom learning environment was a critical factor predicting students’ use of those strategies that guide and regulate learning activities." (p.264)
• In the classroom, decreasing the emphasis on social comparison may not be sufficient to facilitate an adaptive motivation pattern. It appears that a mastery orientation must be salient for the students if adaptive motivational patterns are to be realized.
• Interventions aimed at modifying attributions and training of learning strategies require a mastery classroom orientation to be long lasting.

Talking Points

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• Ames and Archer select for their study students in grades 8-11 who attend a school for academically advanced students. How might the results and generalizability of the study be different if the authors had selected a more heterogeneous population, younger or older students, or drawn from elective subjects.
• It would appear that adaptive motivational learning patterns are most likely fostered in a mastery-oriented classroom. How can classroom teachers structure their classrooms to a mastery orientation? What institutional conventions and expectations make it difficult for teachers to create a mastery orientation in their classroom?
• How do classroom teachers come to know about the characteristics of mastery versus performance classroom orientation and the benefits for students of the former?

[Reading Summaries]

Jan Preston, Educational Psychology 6140/8140

Fall 2001