Summary of "Goal Theory is Not Dead- Not Yet, Anyways: A Reflection on the Special Issue

This article evaluates several research papers regarding "Goal Theory". The author addresses how each article relates to the others and how they compliment each other on some aspects of the theory. All of the papers combined describe how the nature of motivation, learning and achievement are complimentary. His overall conclusion is that "Goal Theory" is based on a social-cognitive framework that emphasizes the focal point of goals based on when and how students are likely to approach or avoid academic tasks.

Motivation plays a vital role to our everyday lives. We are constantly being evaluated on our performance by standardized tests, evaluations from work, and by our peers. One of the main points of this article is that individuals have to put forth the effort to succeed at the task at hand. The article states that students can not be passive in school if they are to develop skills and orientations that permit them to become fully functioning members of the contemporary world. While the paper stresses that there is still merit in the "Goal Theory", it also states that some aspects need to be reviewed and revised.

On page 180 of the article, Maehr has posted a figure representing achievement motivation. It states that depending on whether or not the contextual cues is task related or performance related, the quality of the outcomes will vary. Overall, the diagram suggests that performance theory yields a more quality outcome then task goal related cues. Motivation is defined as the "choice to engage or not to engage in a task, persist at it, and exhibit evidence of intensity while doing it." Maehr also states that quality of engagement plays a large role in this particular theory. This leads to the idea that motivations should focus on the direction of behavior first: whether the student approaches the task, avoids the task, or uses both methods. Also, one must address the quality of thinking, whether it be critical or reflective.

While the approach-avoidance combination is the first step in this theory, alone it does not produce the outcome. The participant has to evaluate how they think about the material. Some common behavioral direction forms are self-regulations, self-handicapping and help-seeking.

Overall, the paper compares and combines different aspects into one common idea. The "Goal Theory" not only addresses approach and avoidance technique, but the individuals willingness to participate and conceptualize the material plays a vital role as well. The participant needs to find a balance between different methods and thinking about themselves.

Key Terms:

purpose

directionality

self-regulation

self-handicapping

help-seeking

competence

motivation

goals

worth/value

Summary:

This article was about Maehr’s research on other authors work on goal theory and whether or not this educational theory still was prevalent today. Maehr’s belief is when dealing with approach-avoidance teachers can sometimes prevent motivation when using this approach exclusively. Also avoidance goals should be seen as “alternative objectives determining choice to do or not to do that emerge as individuals interpret the purpose of the activity and ascribe meaning to it in task-and performance goal terms (p.g. 181). In Maehr’s opinion he believes that no psychological theory last more than about two decades. This article represents the argument over this theory and its prevalence in today’s education.