Goal Content

The contents or objects of one’s goals can impact one’s need satisfaction and wellbeing. Intrinsic goals (goals directly associated with inherently valued activities like personal growth and meaningful and mutually beneficial relationships with others) are more satisfying of basic psychological needs, while extrinsic goals (goals focused on instrumental outcomes like money, power, or attractiveness) tend to be less autonomously regulated and, therefore, less likely to satisfy one’s basic psychological needs (Ryan & Deci, 2018, p. 275). 

It’s also interesting to note that individuals who prioritize extrinsic goals report being less empathetic and tend to experience more conflicted and less trusting close relationships (Ryan & Deci, 2018, p. 282). Extrinsic goals, such as grades or money, can be seen as more competitive, or zero-sum, so it is no wonder that prioritizing them may lead to a thinking style that is more focused on oneself and less attuned to the needs and safety of others.

Implications of Goal Content

There are at least three important implications of goal content relevant for adolescent students: Performance vs. Mastery, Identity Formation, and Relationship Quality.

Performance Goals vs. Mastery Goals 

Performance goals, which focus on meeting prescribed standards or performing well relative to others, may result in greater academic achievement, but may also lead to greater avoidance and lower levels of wellbeing depending on the kinds of autonomy supports that are present. Performance goals tend to set up a competitive classroom where some students are viewed as smart and others as dumb, which can lead to anxiety, disconnection, cheating, and other negative outcomes. 

On the other hand, mastery goals, which emphasize learning, deeper conceptual understanding rather than rote memorization, and competence, are associated with greater autonomy, interest, effort, wellbeing, and, depending on the nature of the assessment, performance (Ryan & Deci, 2018, p. 372). 

Grades are perhaps the most obvious performance goals found in classroom settings. We are not arguing that schools should eliminate tests and grades. However, when tests are frequently administered during the formative stages of learning or in high-pressure classroom environments that encourage social comparisons, and when grades lack meaningful feedback that explicitly details strengths and growth opportunities, they can deter students’ interest and effort to learn. 

Now let’s put this in a context that makes it easy to see how constructive feedback can be useful in helping someone learn while reinforcing their desire to improve. Imagine you are an actor in a play: Consider the differences in being reviewed during rehearsals when you are still practicing, trying new things, getting feedback, and perfecting your craft versus being reviewed a few weeks after the official debut of the play.

Identity Formation

The second implication of goal content relevant for adolescent students concerns identity formation. Developing identity is a key developmental task during adolescence. While there are many different theories about how this process happens, many of them include feedback from others, experimenting with different personas, and vicarious learning from the culture around us. 

During times of uncertainty and unpredictability, we are all vulnerable to outside influences, both good and bad. In adolescence, this uncertainty is magnified due to a variety of physical, cognitive, and social changes. It is important that adolescents have contact with adults who validate who they are and want to be, as well as give them warm, constructive feedback about their abilities and behavior.

Adolescents are particularly vulnerable to external social forces, including peer groups and corporate (and social) media. Like adults, adolescents are bombarded every day with messages praising extrinsic pursuits like consumerism, physical attractiveness, and celebrity status. While adults are still vulnerable to these messages, they likely have a more solid sense of themselves, including identities that allow for more than just being conventionally physically attractive or doing well in school, which are often the principal goals adolescents are taught to value. 

Adults, just by virtue of having lived longer, also have the benefit of experience, particularly in knowing that advertised products and lifestyles tend not to live up to all that’s promised. Educators can play a critical role in providing students affirming counter narratives and role modeling that emphasize far more rewarding intrinsic goal pursuits. These efforts can help students discover identities that are empowering and that incorporate the joy of learning.

Relationship Quality

The final implication of goal content concerns the quality of students’ relationships. As previously mentioned, individuals who prioritize extrinsic goals, whether they be materialistic in nature or popularity-based, may experience less empathy and greater conflict in close relationships. Not only is this likely to have profound effects on students’ wellbeing outside the classroom, but it may also hinder the ability of students to participate effectively in their classroom community, engage in collaborative learning, and achieve academically. 

Students may be stuck in a school system that prioritizes competition with others, creating winners and losers, rather than one that teaches that “a rising tide lifts all boats.” Whenever possible, educators should create activities and assignments that not only teach content, but also explicitly teach skills of collaboration, the fostering of empathy, and working through conflict. 

Keep in mind, however, that students who have been raised in a competitive system- and a competitive world- will need ongoing modeling, scaffolding, and feedback in order to master these skills.