0.1 Goals, interests and attributions  (Page 2/7)

Social goals

Most students need and value relationships, both with classmates and with teachers, and often (though not always) they get a good deal of positivesupport from the relationships. But the effects of social relationships are complex, and at times can work both for and against academic achievement. If a relationship with the teacher is important and reasonably positive, then thestudent is likely to try pleasing the teacher by working hard on assignments (Dowson&McInerney, 2003). Note, though, that this effect is closer to performance than mastery; the student is primarily concerned about looking goodto someone else. If, on the other hand, a student is especially concerned about relationships with peers, the effects on achievement depend on thestudent’s motives for the relationship, as well as on peers’ attitudes. Desiring to be close to peers personally may lead a student to askfor help from, and give help to peers—a behavior that may support higher achievement, at least up to a point. But desiring to impress peers with skillsand knowledge may lead to the opposite: as we already mentioned, the competitive edge of such a performance orientation may keep the student fromcollaborating, and in this indirect way reduce a student’s opportunities to learn. The abilities and achievement motivation of peers themselves can alsomake a difference, but once again the effects vary depending on the context. Low achievement and motivation by peers affects an individual’s academicmotivation more in elementary school than in high school, more in learning mathematics than learning to read, and more if there is a wide range of abilities in a classroom than if there is a more narrow range (Burke&Sass, 2006).

In spite of these complexities, social relationships are valued so highly by most students that teachers should generally facilitate them, though also keepan eye on their nature and their consequent effects on achievement. Many assignments can be accomplished productively in groups, for example, as long as the groups are formed thoughtfully, group tasks are chosen wisely, and all members’ contributions are recognized as fully as possible. Relationships can also be supported with activities that involve students or adults from another class or from outside the school, asoften happens with school or community service projects. These can provide considerable social satisfaction and can sometimes be connected to currentcurriculum needs (Butin, 2005). But the majority of students’ social contacts are likely always to come from students’ own initiatives witheach other in simply taking time to talk and interact. The teacher’s job is to encourage these informal contacts, especially when they happen at timesthat support rather than interfere with learning.

Encouraging mastery goals

Even though a degree of performance orientation may be inevitable in school because of the mere presence of classmates, it does not have to take overstudents’ academic motivation completely. Teachers can encourage mastery goals in various ways, and should in fact do so because a mastery orientationleads to more sustained, thoughtful learning, at least in classrooms, where classmates may sometimes debate and disagree with each other (Darnon, Butera,&Harackiewicz, 2006).