ERIC Number: ED470915
Record Type: RIE
Publication Date: 2002-Jun
Reference Count: N/A
Learning vs. Performance: Implications for the Adult Learner.
Goal setting is a dispositional trait that influences motivation to learn and to perform. Individuals with a Performing (or Proving) Goal Orientation are characterized by a desire to please authority figures, the belief that personal abilities are stable and unchanging, and a tendency to become frustrated and give up quickly when faced by challenging tasks. Individuals having a Learning (or Mastery) Goal Orientation try to develop competency by developing new skills, view their abilities as dynamic and changeable, and see mistakes and obstacles as a natural part of the learning process. Suggestions for determining and reinforcing a learning goal orientation include: discuss students' beliefs about the malleability of traits and help them understand that traits can be changed; frame feedback as diagnostic information rather than punishment; assess student performance without overusing tests, and instead, reinforce the importance of effort and challenge; pair learning goal oriented students with performing goal students in group and project work; encourage and reward effort and cognitive strategies that result in breakthroughs in learning; and select faculty who understand and will make efforts to appropriately challenge both groups. (Contains 14 references, a chart of cognitive factors that influence goal orientation, and a goal orientation questionnaire.) (CG)
Descriptors: Adult Learning, Adult Students, Cognitive Processes, Feedback, Goal Orientation, Labor Force Development, Leadership, Learning Motivation, Learning Strategies, Performance, Personality Traits, Self Efficacy, Self Evaluation (Individuals), Self Motivation, Student Educational Objectives, Student Evaluation, Teacher Student Relationship, Teaching Methods
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Adult Learning Conference (Orlando, FL, June 23-25, 2002).