Mastery

motivation
DONE BY M.JAYANTH
v B.A NATIONAL COLLEGE JAYANAGAR

PRESENTING TO : PROF STELLA ANANTHIA

HOD PSYCHOLOGY DEPERTMENT NATIONAL COLLEGE
JAYANAGAR
Introduction

• Mastery motivation is the inherent drive which

leads young children to explore and master their
environment.
• Mastery motivation is a psychological force that
stimulates an individual to attempt
independently in a focused and consistent
manner, to solve problem or master a skill or
task which is at least moderately challenging for
him or her (Morgan, Harmon & Maslin- Cole,
1990)
Key features
• The child's task directed attempts.

• It deals with the child’s independent attempt to master

• Behavior which are focused on goal achievement reflects mastery

motivation

• It is a motivation to master over a skill or solve a problem

• Persistence towards goal is not mastery motivation until it is

mastered.

• Mastery motivation should be challenging relatively towards child’s

own development level
 Strategies for Creating a Mastery-
Focused Classroom Goal Structure

• 1. Focus attention on progress, rather than on performance. This makes grades

secondary to learning

• Early elementary.

• ● Don’t use public star charts to indicate student performance

or compliance.

• ● Don’t put students’ names on the board as a punishment

• Late elementary

• ● Don’t have students grade each others’ work.

• ● Don’t return work in order of grade or announce grades

• as you return work.

• ● Don’t ask students to call out grades as you record.

 Strategies for Creating a Mastery-
Focused Classroom Goal Structure
• Middle School/High School

• ● Don’t publicize an honour roll.

• ● Don’t have assemblies to reward students based on

• grades.

• ● Don’t post grades

• 2. Communicate to students your goal of their understanding the material,
rather than performing well on a test. Ask students to justify their answers to
your questions so that you can monitor understanding and facilitate its
development

• 3. Foster a non competitive environment. When students compete with one

another, social comparison is inevitable, thus making performance goals more
likely

• 4. Use criterion-referenced grading. Grading should be based on standards, rather

than on the bell curve.

• 5. Communicate that mistakes are part of the learning process. Allow students to
revise their work when possible
 Characteristics of Learners
with Mastery motivation
• Are more likely to be interested in and intrinsically motivated to
learn course material.

• Believe that competence develops over time through practice and

effort

• Exhibit more self-regulated learning and behaviour.

• Use learning strategies that promote comprehension

• Choose tasks that maximize opportunities for learning and seek out
challenge

• Are more likely to undergo conceptual change

• React to easy tasks with feelings of boredom

• Views teacher as a resource

• Are satisfied with performance as long as they make progress

• Are more likely to be enthusiastic about school and become activity

involved in school activities