Examines individual and classroom-level differences in motivation and strategy usage in science students. Results suggest that ability-focused practices are related to low levels of motivation, poor self-esteem, and lack of confidence in science ability. Conversely, learning-focused methods and activities in classrooms resulted in increased…

Studies suggest that the transition to middle school is associated with a decline in motivation and performance for a number of children. This longitudinal study examined changes in motivation in English and mathematics across and after the transition from elementary to middle school. Of particular interest were changes in personal goal…

Why do some adolescents cheat and others do not? To answer this question, the relationship between motivational factors and self-reported cheating beliefs and behaviors was examined in a sample of early adolescents. It was hypothesized that cheating and beliefs in the acceptability of cheating would be more likely to occur when students perceived…

Recent studies have documented a decline in academic performance and motivation as students move from elementary to middle level schools. This paper expands these studies in three ways: (1) by examining the classroom-level differences among middle school students' motivation to see if motivational constructs vary by classroom; (2) by exploring the…

Changes in students' (N=313) present and possible "good student" selves over the transition from elementary school to middle school are examined by this study. Findings indicate that both present and possible selves decline over the transition, and that the decline is greater for males than for females. Holding mastery goals is related to…