The findings regarding the benefits of goal orientations for various learning processes were consistent over the years and suggested that among the three orientations, the mastery orientation is the most adaptive performance goal in various learning environments [ 12].
A review of literature on student motivation and achievement indicated correlations between student achievement in mathematics and the following constructs: math anxiety, efficacy for mathematics, performance orientation and mastery orientation toward learning mathematics, and value for mathematics (as described in the "Motivational theories" section).
Method: Undergraduate varsity student-athletes (N = 1151, 55.8% males) from nine NCAA Division I institutions completed questionnaires assessing academic and athletic identity, athletic task and ego orientation, academic mastery and performance goals, and the three dimensions of sport conduct (sportspersonship, gamesmanship, and instrumental aggression).
For example, a student who holds a mastery orientation for learning mathematics may be more likely to perceive mathematics as useful and enjoyable.
Instead of valuing test performance, promoting a classroom culture that encourages a mastery orientation to learning scientific concepts aids in inducing conceptual change in students' views.
The results of our study show that students' mastery orientation decreased over the course of the bridge program, and indicate that students' exposure to displays of their academic performance negatively predicts this change.
Moreover, against a large weighted external comparison group, the treatment group made positive shifts on valuing, mastery orientation, planning, task management, persistence, failure avoidance, uncertain control, and self-handicapping.
As expected, mastery orientation and work avoidance emerged as positive and negative predictors, respectively, of adaptive patterns of instruction (mastery-oriented practices and cognitive stimulation) and high interest in teaching and low burnout; associations for both ability orientations were less consistent.
Child Trends (2014), for instance, conducted a systematic literature review of different social-emotional skills and highlighted the need for further research on the importance of the following five skills: self-control, persistence, mastery orientation, academic self-efficacy, and social competence.
Mastery Orientation is when someone seeks to IMPROVE his/her competence rather than PROVE it.
