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Motivational and self-regulated learning components of classroom academic performance
- Journal of Educational Psychology
, 1990
"... A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulat ..."
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Cited by 679 (6 self)
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A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engage-ment and self-regulation in the classroom are discussed. Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno & Mandinach, 1983; Corno & Rohrkemper, 1985). There are a variety of definitions of self-regulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students ' metacognitive strategies for plan-ning, monitoring, and modifying their cognition (e.g., Brown,
A hierarchical model of approach and avoidance achievement motivation
- Journal of Personality and Social Psychology
, 1997
"... A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in ac ..."
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Cited by 377 (31 self)
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A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in ach.ievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performanceavoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. Achievement motivation is a ubiquitous feature of daily life. In the classroom, at the workplace, and on the ballfield individuals strive to be competent in their effortful activities. In the past decade, many theorists have utilized a social-cognitive, achievement goal approach in accounting for individuals ' competence-relevant
Perceptions of the school psychological environment and early adolescents’ behavioral functioning in school: The mediating role of goals and belonging
- Journal of Educational Psychology
, 1996
"... In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regr ..."
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Cited by 149 (4 self)
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In a sample of 296 8th-grade middle school students, the authors examined the role of personal achievement goals and feelings of school belonging in mediating the relation between perceptions of the school psychological environment and school-related beliefs, affect, and achievement. Sequential regression analyses indicated that perceiving a task goal structure in middle school was positively related to academic self-efficacy and that this relation was mediated through personal task goals. Perceiving an ability goal structure was related to academic self-consciousness and this relation was mediated through personal relative ability goals. Perceiving positive teacher-student relationships predicted positive school-related affect and this relation was mediated through feelings of school belonging. Feelings of academic efficacy and school belonging in turn were positively related to final-semester academic grades. Results are discussed in relation to current middle school reform efforts. During the early adolescent years, middle schools play an important role in facilitating or inhibiting successful ado-lescent development (Carnegie Council on Adolescent De-
Clarifying achievement goals and their impact
- Journal of Personality & Social Psychology
, 2003
"... The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are ope ..."
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Cited by 123 (3 self)
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The study of achievement goals has illuminated basic motivational processes, though controversy surrounds their nature and impact. In 5 studies, including a longitudinal study in a difficult premed course, the authors show that the impact of learning and performance goals depends on how they are operationalized. Active learning goals predicted active coping, sustained motivation, and higher achieve-ment in the face of challenge. Among performance goals, ability-linked goals predicted withdrawal and poorer performance in the face of challenge (but provided a “boost ” to performance when students met with success); normative goals did not predict decrements in motivation or performance; and outcome goals (wanting a good grade) were in fact equally related to learning goals and ability goals. Ways in which the findings address discrepancies in the literature are discussed. Considerable evidence suggests that much of achievement mo-tivation (e.g., intrinsic interest, strategy use, and persistence) can be understood in terms of the different goals individuals bring to
Short-term and long-term consequences of achievement goals: Predicting interest and performance over time
- Journal of Educational Psychology
, 2000
"... Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students ' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in ..."
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Cited by 92 (7 self)
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Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students ' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures of continued interest in the discipline and long-term performance. Mastery goals predicted subsequent enrollment in psychology courses, whereas performance goals predicted long-term academic performance. These positive and complementary effects of mastery and performance goals on different measures of academic success are consistent with a multiple-goals perspective in which both goals can have beneficial consequences in college education. College students often pursue multiple goals in their classes. Some goals may be fairly general and concern students ' reasons for taking a class, whereas other goals are more specific to what students hope to accomplish in the course--to learn as much as they can about the subject or to obtain a high grade. These latter types of goals have been labeled achievement goals (Ames, 1992;
Enhancing students' engagement by increasing teachers' autonomy support'. Motivation and Emotion
, 2004
"... Engagement refers to the behavioral intensity and emotional quality of a person’s active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivati ..."
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Cited by 89 (1 self)
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Engagement refers to the behavioral intensity and emotional quality of a person’s active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to pro-mote their students ’ engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students’ autonomy. Over a series of 3 classroom observations, trained raters scored each teacher’s autonomy support and 2 measures of their students ’ engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement. KEY WORDS: autonomy; autonomy support; engagement; high school teachers; self-determination. Engagement refers to the behavioral intensity and emotional quality of a per-
Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates
- Journal of Educational Psychology
, 2005
"... Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately c ..."
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Cited by 73 (2 self)
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Age differences in intrinsic and extrinsic motivation and the relationships of each to academic outcomes were examined in an ethnically diverse sample of 797 3rd-grade through 8th-grade children. Using independent measures, the authors found intrinsic and extrinsic motivation to be only moderately correlated, suggesting that they may be largely orthogonal dimensions of motivation in school. Consistent with previous research, intrinsic motivation showed a significant linear decrease from 3rd grade through 8th grade and proved positively correlated with children’s grades and standardized test scores at all grade levels. Extrinsic motivation showed few differences across grade levels and proved negatively correlated with academic outcomes. Surprisingly few differences based on children’s sex or ethnicity were found. Causes and consequences of the disturbingly low levels of motivation for older, relative to younger, children are discussed.
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
, 1997
"... The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spe ..."
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Cited by 70 (10 self)
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The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spence & R. L. Helmreich, 1983) predicted the goals endorsed. Individuals high in workmastery were more likely to adopt mastery goals and less likely to adopt work avoidance goals, whereas competitive individuals were more likely to endorse performance and work avoidance goals. Students adopting mastery goals were more interested in the class, but students adopting performance goals achieved higher levels of performance. These results suggest that both mastery and performance goals can lead to important positive outcomes in college classes. Each semester as students decide whether to enroll in a particular class, those of us lurking in the halls hear students asking each other the following questions: "How much will I learn in this class?, " "How did you do in this course?, " and "How much work is required for this course? " These questions illustrate the issues that are important to college students in academic achievement situations and provide insight into the types of goals they might adopt for a particular course. Achievement goals are situationally specific orientations that represent the desire to develop, attain, or demonstrate competence in a particular
A motivated exploration of motivation terminology
- Contemporary Educational Psychology
, 2000
"... The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achieve-ment or academic development. Having identified these terms with the help of ex-perts in the field of motivation, we wanted to documen ..."
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Cited by 63 (0 self)
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The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achieve-ment or academic development. Having identified these terms with the help of ex-perts in the field of motivation, we wanted to document how motivation researchers defined and used these terms within their programs of research. To accomplish these purposes, over 120 achievement motivation articles were reviewed, and 68 met the criteria for inclusion. Various aspects of these studies, including definitions of termi-nology, framing variables (e.g., age/grade or domain/task), as well as patterns in language use were charted and analyzed. Based on these analyses, we derived sev-eral interpretations, extracted conceptual definitions, and overviewed specific con-ceptual issues relevant to emerging trends in motivation terminology. Finally, impli-cations for future research and practice are forwarded. ª 2000 Academic Press It has become accepted to characterize certain educational groups as com-munities. Thus, within the educational literature, we find frequent reference to classroom communities, communities of learners, or communities of scholars (e.g., Brown & Campione, 1990; Butler, 1994; Murphy & Woods, 1996). As in society at large, what distinguishes particular educational groups as communities are not only their shared purposes or codes of con-duct, but also their specialized lexicon. This lexicon develops as community members create personalized labels for the distinctive and valued constructs that become central to their identities (Murphy & Woods, 1996). For educa-A previous version of this paper was presented at the annual meeting of the Educational
The classroom environment and students’ report of avoidance strategies in mathematics: A multimethod study
- Journal of Educational Psychology
, 2002
"... The relation between the learning environment (e.g., students ’ perceptions of the classroom goal structure and teachers ’ instructional discourse) and students ’ reported use of avoidance strategies (self-handicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was ex ..."
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Cited by 54 (6 self)
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The relation between the learning environment (e.g., students ’ perceptions of the classroom goal structure and teachers ’ instructional discourse) and students ’ reported use of avoidance strategies (self-handicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students ’ reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on mastery goals in the classroom was positively related to lower reports of avoidance. Qualitative analyses revealed that teachers in high-mastery/low-avoidance and low-mastery/high-avoidance classrooms used distinctively different patterns of instructional and moti-vational discourse. High incidence of motivational support was uniquely characteristic of high-mastery/ low-avoidance classrooms, suggesting that mastery goals may include an affective component. Impli-cations of the results for both theory and practice are discussed. By early adolescence some students have begun to purposefully withdraw effort, resist novel approaches to learning, and avoid seeking academic help when they need it. These avoidance strat-egies, often adopted to deflect attention from low ability, under-mine performance and may contribute to the devaluation of learn-
