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هدف مربوط به عملکرد
For example, students' perceived support from teachers has been related to mastery and performance goal orientations, academic values, interest, engagement, and self-efficacy (Danielsen, Breivik, & Wold, 2011; Ibanez, Kuperminc, Jurkovic, & Perilla, 2004; Murdock & Miller, 2003; Perry, Liu, & Pabian, 2010; Reyes, Brackett, Rivers, White, & Salovey, 2012; Sakiz, Pape, & Wool- folk Hoy, 2012; Sanchez, Colon, & Esparza, 2005; Valeski & Stipek, 2001; Wang & Eccles, 2013; Wentzel, 1997, 1998, 2003; Wentzel, Battle, Russell, & Looney, 2010).
, intrinsic or extrinsic motivation, mastery or performance goal orientations) and to imply that adaptive motivation involves appropriation of the particular goals, values, and modes of action of the community of practice.
Traditionally, two types of goals have been the focus of intense research: mastery and performance goals (Ames, 1992; Dweck & Leggett, 1988).
Students with a mastery goal orientation focus on learning for its own sake, whereas those with a performance goal orientation are more interested in demonstrating competence.
Later, the performance goal construct was bifurcated into an approach and an avoidance com- ponent, resulting in a trichotomous goal framework: mastery, performance-approach, and performance-avoidance.
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