The purpose of this study was to examine children's cognitive-attributional and affective response patterns within competitive and individualistic goal structures. Findings showed that effort attributions covaried with outcome in the individualistic structure, whereas luck and outcome covaried in the competitive structure. (Author/GK)

Three systems of motivation (ability-evaluative, task mastery, and moral responsibility) and their implicit value orientations shared by students and teachers are defined. This qualitative perspective relates to distinct cognition networks, involving goals and values, attributions, and strategy beliefs. Student motivation and teacher motivation…