W R M C P G?

I study because I want to be praised by professors and parents.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want to be noticed by my friends.

Never Rarely Sometimes Often Always 1 2 3 4 5

I dont want my classmates making fun of me.

Never Rarely Sometimes Often Always 1 2 3 4 5

I dont want to be disliked by a professor.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want people to see how smart I am.

Never Rarely Sometimes Often Always 1 2 3 4 5

I wish to get better grades than my peers.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want to get good grades.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want to be proud of getting good grades.

Never Rarely Sometimes Often Always 1 2 3 4 5

I dont want to fail final exams.

Never Rarely Sometimes Often Always 1 2 3 4 5

I wish to be admitted to graduate school.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want to get good job in the future.

Never Rarely Sometimes Often Always 1 2 3 4 5

I want to attain a status in the future.

Never Rarely Sometimes Often Always 1 2 3 4 5

WHAT ARE MY COURSE PERFORMANCE GOALS?

Scoring Key The score are calculated based on the number of 4 and 5 responses. The final scores can be between 0 to 12. Analysis and Interpretation What drives you to study? What goals are you trying to achieve? This questionnaire measures goal orientation as related to course work. The score represents the number of replies to the responses of either 4 or 5. There are no right goals. But having clear goals can help one to better understand the studying behaviour. If there are no responses in the 4 or 5 categories, the course performance is likely to suffer because of no strong reason for studying. This suggests a need for reassessment of goal and what one wants from the course work. The number of responses in the 4 or 5 categories suggests the specific goals that will motivate to study and achieve high performance. Reference 1. T. Hayamizu and B. Weiner, A Test of Dwecks Model of Achievement Goals as related to Perceptions of Ability, Journal of Experimental Education, Vol. 59, 1991, pp. 226-34. Modified per C. Dupeyrat and E. V. Smith Jr. Toward Establishing a Unified Metric for Performance and Learning Goal Orientations Journal of Applied Measurement, vol. 2, no. 4, 2001, pp. 312-36. 2. http://media.pearsoncmg.com/ph/bp/bp_robbins_sal3v4/index.html Compiled by Rojin Roy S4 Batch - A Roll No. 42 as part of the course on Personality and Managerial Performance (PMP) by Dr. M. M. Sulphey on 19th March 2012.