Introduction
When we lack motivation, tasks that should be easy feel difficult. When we are motivated, we can tackle big challenges that might otherwise be hard to complete. However, if motivation is such a strong force, it begs the question.
What Drives Motivation?
One explanation for why certain tasks come easily, and others don’t, is Achievement Goal Theory (AGT, for short). According to AGT, when we face a task, we take one of several approaches to completing it. The approach we take depends on our end goal. Goals range from learning something new to mastering a skill to being perceived in a certain way by others (Chazan et al., 2022, pp. 41-43). AGT has evolved over time, meaning there are several different models in use by researchers. While some models are more recent than others, the newer versions are not considered better, and each model is useful in different situations (Chazan et al., 2022, p. 43).
The most recent version of AGT uses a 3×2 model that maps a variety of factors that impact motivation (Chazan et al., 2022, pp. 42-43). The first axis (task, self, and other) represents the sources of our motivation. For task-based goals, we are motivated by “the demands of the task itself.” For self-based goals, we measure our progress against our previous performances. Finally, for other-based goals, we measure our performance against other people.
The second axis (approach and avoidance) represents how we try to achieve our goals. Approach-based methods mean working toward a positive result. Conversely, avoidance-based methods involve working to avoid a negative outcome (Chazan et al., 2022, pp. 41-42). Each combination of task, self, and other, with either approach or avoidance forms an achievement goal, i.e., the goal we work toward when completing tasks.
What is AGT Used For?
AGT can be used in a variety of settings to examine what motivates people’s actions. When used to study classrooms, AGT has shown that certain achievement goals have a positive impact on students’ success and emotional wellbeing, while others have negative effects (Chazan et al., 2022, pp. 43-44). Additionally, Chazan et al. (2022) have suggested that AGT may help students succeed and stay healthy (pp. 48-51). AGT is also common in the workplace, where it can help employees find success and fulfillment in their work (Van Yperen & Orehek, 2013). If a work environment does not align with someone’s achievement goals, they will struggle to feel motivated (pp. 72).
On a personal level, AGT can help us reflect on our motivations.
Considering our achievement goals can help us understand why we enjoy some tasks but avoid others. For example, if someone has a task-avoidant mindset and is not confident in their ability to complete a given task, they will not feel motivated to do so.
Using the model shown above, consider what motivates you in different settings. It is possible to have different achievement goals depending on the task at hand (Chazan et al., 2022, pp. 44-45), so consider how your goals change between the workplace and home. If you have another avoidance mindset at work, consider asking for feedback privately rather than publicly. You can also make an effort to avoid comparing your work to others’. If you are learning a new skill and realize you have a self-avoidant mindset, set goals that do not involve comparing your current progress to your past performance. This is a contrary schema at work, which previously said, “only compare yourself to who you were the day before.”
Conclusion
By understanding AGT and how achievement goals impact motivation, you can begin to examine how to change your behavior to increase your motivation. Focusing on goals that don’t involve comparison to past performance allows you to cultivate a more growth-oriented mindset, emphasizing improvement rather than self-criticism. This shift can enhance your motivation and reduce anxiety, making the learning process more enjoyable and fulfilling. The correct way forward is to set specific, achievable goals that focus on your current skills and the progress you can make in the present moment. Additionally, celebrate small wins along the way and prioritize learning and enjoyment over (self)comparison to ensure a more positive and productive experience.
References
Chazan, D. J., Pelletier, G. N., Daniels, L. M. (2022). Achievement goal theory review: An application to school psychology. Canadian Journal of School Psychology, 37(1), 40-56. https://doi.org/10.1177/08295735211058319
Van Yperen, E. W., Orehek, E. (2012). Achievement goals in the workplace: Conceptualization, prevalence, profiles, and outcomes. Journal of Economic Psychology 38(2013), 71-79. https://doi.org/10.1016/j.joep.2012.08.013
Author Bio
Nora is an international student from the USA. She was studying in the Czech Republic for her master’s. Her focus is on the School of Humanities and Social Sciences. She is especially interested in exploring how self-talk and self-awareness affect mental health within queer communities.
“Through my experience as a student living abroad, I’ve learned a lot about taking care of my mental health and handling big life changes. In my free time, I’m an avid reader, knitter, and artist. At WHJ Online Therapy Centre, I worked as a content writing intern, expanding my knowledge of mental health and self-help tools.” – Nora Zapalac
Published under the Creative Commons Attribution 4.0 International (CC BY 4.0) license for mental health awareness with editorial review.