How Changes in Students' Goal Orientations Relate to Outcomes in Social Studies

Abstract

Do students tend to set similar types of goals throughout the school year, or do their goal orientations shift over time? If students become more oriented toward mastery or performance over the course of the year, do they improve in their academic achievement, have a more positive affect toward class, and develop the cognitive propensities that their teachers might hope for? A diverse sample of 9th- and 10th-grade world history students (N = 917) participated in a study addressing these questions. Substantial changes occurred in students' mastery- and performance-goal orientations. Increases in mastery-goal orientation were positively related, whereas increases in performance-goal orientation were unrelated to the following outcomes: world history knowledge, social studies grade, interest, course satisfaction, social perspective taking, and historical empathy.

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