Merel van Witteloostuijn, Paul Boersma, Frank Wijnen, Judith Rispens
The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia
Dyslexia (Chichester, England)
abstract large body goal theory research induced performance goals included forcedchoice questionnaires produced coherent results however studies available matter suggest students rarely generate performance goals spontaneously performance goals defined normative terms ie outperforming peers furthermore although students may need something different mastery goals help mobilize succeed certain achievement situations concerns peer comparisons competition likely distract focus necessary get ready test finally evidence emerging students disposed toward performanceapproach goal orientations present risk shifting performanceavoidance goal orientations future students responses performanceapproach goal scales reflective past achievement histories domain motivational states likely exert forward effects subsequent achievement therefore rather characterize potentially productive nonmastery goals performanceapproach goals connotes social comparisons goal theorists characterize outcome goals use terms emphasize achievement competition particular avoid suggesting teachers encourage performanceapproach goals involve peer comparisons