In their study, Zhang and Wang explore the detrimental effects of performance goals on students' self-perceptions, arguing that such goals lead to a disconnection from intrinsic learning motivations. They assert that students may adopt a 'learning machine' mentality, focusing solely on grades and rankings rather than true understanding and curiosity. This self-objectification can stifle creativity and personal growth, prompting the need for educational strategies that encourage independent exploration and intrinsic motivation, allowing students to reconnect with their passions and interests.
Drawing on Achievement Goal Theory, our study examines how performance goals negatively influence students' self-perceptions and lead them to prioritize grades over true learning.
In a performance-oriented educational context, students often view themselves as tools to meet external standards, compromising their emotions and intrinsic interests in the process.
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