Emerging evidence attests to the need to intervene in young students' science motivation and achievement before their science motivation starts to dwindle. Heeding this call, we implemented a science utility value intervention for fifth and sixth graders in 23 classrooms (N = 550). Through five intervention sessions that consisted of diverse…

Student motivation varies quickly, particularly under the pressing context. However, extant literature tends to focus on the individual, rather than contextual, differences in motivational patterns. We examined Korean adolescents' time-varying pursuits of achievement goals and learning outcomes using the experience sampling method, which collects…

We aimed to investigate the inter- and intra-individual relationships between early adolescents' achievement goals, metacognitive monitoring, and academic outcomes. Korean sixth graders responded to achievement goal questionnaires, solved four quizzes, monitored their own confidence in these four quizzes, and took a final exam. Given the nested…

Reading for understanding is a challenging task for many upper elementary struggling readers, and their attitudes toward such challenges can make a difference in their subsequent engagement and reading achievement. Mindset and achievement goals provide a useful explanatory framework for understanding struggling readers' engagement and reading…

The purposes of the present study were to investigate (a) how the subjectively perceived achievement goals of significant others would predict the academic self-efficacy and achievement goals of Korean adolescents and (b) how those self-efficacy and achievement goals in turn predicted their achievement. We also compared these predictive…