ABSTRACT
In this chapter, we discuss how goals motivate learning among students with special needs, specifically those with learning disabilities (LDs). First, we discuss goal-setting, which refers to a process and plan of action intended to achieve a specific aim or desired outcome. Effective goals are specific, broken into proximal subgoals, and appropriately difficult. Students with LDs benefit from explicit instruction of effective goal-setting strategies. Second, we discuss a specific class of goals, known as achievement goals, because they are important for understanding students’ academic success. A mastery approach goal refers to striving to learn and master material; it is associated with persistence, interest, and deep learning strategies. A performance approach goal refers to striving to demonstrate ability and to do better than others and is often associated with superficial strategies. Two types of performance approach goal have been described: those that focus on appearing talented (appearance goals) and those that focus on outperforming others (normative goals). Evidence suggests that normative goals lead to better outcomes, including achievement, than appearance goals. A performance avoidance goal refers to striving to avoid appearing unable and avoid doing worse than others; it is associated with avoidance of difficult tasks, elevated anxiety, and lowered performance. Students with LDs benefit from mastery approach goals, but may be more likely to hold performance avoidance goals as a result of their experience with lower achievement and struggles to make sense of academic material.
