Our schools have engaging learning environments that provide for pre-adolescent and adolescent needs; autonomy through personal inquiry and choice; belongingness through full - time advisories; and
mastery goal (competency - based)
orientation through projects of choice and authentic assessment.
Hope: High Behavioral Engagement: Very High Emotional Engagement: Very High Autonomy: Excellent Belongingness (w / Advisor: Academic): Excellent Belongingness (w / Advisor: Personally): Very Good Belongingness (w / peers: Academic): Good Belongingness (w / peers: Personally): Very Good
Goal Orientation - Task
Mastery: Excellent
Goal Orientation - Performance: Excellent Academic Press: Excellent
In his article Golden Rules for Engaging Students in Learning Activities, author Nicolás Pino - James, PhD lists five ways teachers can encourage student engagement: making learning activities meaningful, fostering a sense of competence, supporting autonomy, collaborative learning, positive teacher - student relationships, and
mastery orientations (positioning learning as steps towards reaching a
goal of learning, rather than simply seeking a reward such as a grade or approval from parents or peers).
Consistent with this, Leah Christensen's study of law students showed that learning
goal -
orientation, which is sometimes called «
mastery goal -
orientation,» correlates positively to law school class rank (i.e., learning -
goal oriented law students are more likely to achieve high class rankings).108 However, the relationship between
goal orientation and performance is complex.109 Illustrating this complexity, in addition to revealing a positive correlation between learning -
goal orientation and law school rank, Christensen's study also revealed a positive correlation between performance
goal -
orientation and LSAT scores (i.e., performance -
goal oriented students were more likely to achieve high LSAT scores) and no correlation between performance
goal -
orientation and law school class rank (i.e., performance -
goal oriented students were equally likely to have high or low class ranks).110