July 10, 2014
Heidi Grant and Carol Dweck (2003) studied what types of goals people choose and what the different effects of these goals are. In their studies they discovered four types of goals:
- learning goals: goals focused on acquiring new knowledge and skills
- outcome goals: goals focused on performing well, for example getting a high grade.
- ability goals: goals focused on demonstrating one's positive characteristics such as abilities
- normative goals: goals focused on performing well in comparison with other people
July 7, 2014
read here). In the piece they distinguish two types of motivation: internal motivation and instrumental motivation. These terms correspond two other terms which are more well-known in the psychological literature. Internal motivation corresponds to autonomous motivation; instrumental motivation corresponds to controlled motivation. They did a study to examine how these two types of motivation affected performance (Wrzesniewski et al (2014).
July 6, 2014
read more). Interests can be either thing you enjoy doing and learning about or things you find important or meaningful to do and to learn about. To reap the benefits of interest focused working and learning you need to have a sense of what you find enjoyable and meaningful. Sometimes people do not have such a clear sense of what they like and find important (read more). For those people it might be useful to keep an interest diary.
July 4, 2014
principles and techniques. Some characteristics of the approach are: 1) focusing on the desired situation, 2) using what is already there, 3) learning from previous successes, 4) taking small steps forward and 5) recognizing and utilizing the perspectives and ideas of the people with whom you work. The collaboration between progress-focused professionals and their clients or customers can be described as collaborative, activating, and supportive. In their way of working, progress-focused professionals support the need for more autonomy, competence and relatedness of their clients/customers.