An Achievement Goal Theory Perspective on Issues In

Motivation Terminology, Theory and Research

There are four general definition concerns:

A) Theoretical clarity of motivational constructs and its definition

B) Accessibility or relative consciousness of motivational beliefs

C) Interdependent and Independent nature of the relations between different constructs

D) Stability of motivation over time, domains and contexts
On A

1) Largest area of categories is that of goals and orientations according to research

2) Differences among the types of goals and use of different terms

3) What are the reasons WHY on individual is motivated by the goal

4) Level between very specific goals and more global goals

5) Achievement goal constructs (mastery and performance) are organized into a system

6) Maintain distinction in terms or labels when they reflect real differences
On B

Murphy and Alexander raise two issues:

1) Consciousness of motivational constructs

2) Accuracy of individual reports

A) Achievement goals are a subjective, structural unit

B) They are activated together as information is relevant

C) Procedures can be used to establish reliability and validity of measures taken

D) Implications of Representational Model of some theorists are:
1) fluctuating goals in states
2) multiple connections
3) no stability in one true goal of the individual

On C

Two concerns of Murphy and Alexander are:

1) Use of dichotomies in some theories

2) General independent functioning of constructs

They suggest that there is not true independence among the motivational constructs. Different constructs can be used as independent variables.

On D

Concerns of the trait versus state-like nature of motivational constructs are:

1) Goals are assumed to be both contextual and internal personal factors

2) Goals can be influenced by the information given in the context

3) Individuals can access different goal orientations in different situations

4) Access to different goal orientations in different situations does not necessarily imply that there can not be more mastery oriented in general

5) Others may be more performance oriented across contexts and domains