The relations between achievement motives, achievement goals, and motivational outcomes on a math task were explored in this correlational study of Asian American (n=105) and Anglo American (n=98) college students. Students completed pretest questionnaires about their two motives (motive to approach success and fear of failure) and three…

Discusses student motivation as an academic enabler for school success. Includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of these four components is described, and research relating these four components to academic…

Focuses on the role of self-efficacy in classroom engagement and learning. Defines terms and describes a general framework for conceptualizing efficacy, engagement, and learning. Discusses how self-efficacy is related to different aspects of engagement and learning. Concludes with suggestions for classroom practice. (SG)

Develops a motivational science perspective on student motivation in learning and teaching contexts that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired…

A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed,…

This article focuses on three general areas of research on achievement goal theory, including the definition and role of achievement goals, the role of contextual goals and factors, and the measurement and induction of goals. Issues regarding the definition of achievement goals include the generality of the approach/avoid dimension and the…

This study, with 19 fifth graders having learning disabilities (LD) and 20 fifth graders without LD, examined cognitive and motivational variables. Although some differences between groups were found, differences in the motivational and cognitive variables generally cut across a priori categories of children with and without LD, forming three…

An attempt was made to build a structural model of the relationships over time among intrinsic motivation, self-efficacy, and self-regulated learning. Structural equation modeling using the LISREL computer program was used. The presented model put the motivational constructs of intrinsic motivation and self-efficacy as temporally preceding…

Assessment programs designed to improve instruction should be based on strong theoretical models of student learning, motivation, and instruction. A taxonomy of learning strategies is provided. (MLW)

This manual is a guide to the "Motivated Strategies for Learning Questionnaire" (MSLQ) for assessing college students' motivational orientations and their use of different learning strategies for a college course. The MSLQ, based on a general cognitive view of motivation and learning strategies, contains two sections. The motivation…

The relation of classroom experience to children's self-perceptions of ability, effort, and conduct was investigated in an observational study of 85 second and sixth graders. Findings suggest that children distinguish among different types of feedback and highlight the differential effects of feedback on achievement-related self-perceptions.…

These authors describe how current cognitive theory has produced two instruments for instructors to use in determining the skill levels and study strategies that dominate their students' approaches to classroom materials. The two instruments are the Learning and Study Strategies Inventory (LASSI) and the Motivated Strategies for Learning…

This study investigated how students' level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students' course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants'…

Motivational influences on help-seeking behavior in mathematics were studied with 203 seventh and eighth graders. Perceived benefits and threats were important influences on avoidance of help-seeking behavior, but only benefits predicted adaptive help seeking. Social competence had an indirect effect on avoidance of help seeking. (SLD)

An analysis is presented of a conceptual change model for describing student learning by applying research on student learning to the process of conceptual change. Four general motivational constructs are suggested as potential mediators of the process. The role of classroom contextual factors is also discussed. (SLD)