The effects of ability performance goals, normative performance goals, and mastery goals on anxiety, interest, and performance were examined in a series of experiments. Challenging problem-solving tasks that would demonstrate the effects of each performance goal more clearly were designed. Groups of early adolescents (Study 1) and college students…

This research investigated whether classroom-based peer norms for achievement goals moderate friendship selection, maintenance and influence processes related to academic achievement in 46 Grade 5 and Grade 6 classrooms (N = 901, 58.7% Grade 5 students, 48.5% boys). A distinction was made between peer norms for mastery (i.e., developing…

In a series of 4 studies we investigated the relations of mastery goal structure and 4 dimensions of the classroom social climate (teacher academic support, teacher emotional support, classroom mutual respect, task-related interaction). We conducted multidimensional scaling with separate adolescent samples that differed considerably (i.e., by…

Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive…

This study examined the effects of change in teacher goal emphases on students' efficacy beliefs in mathematics across the transition to middle school. The sample (N = 929) included primarily White (65%) and Black (27%) students, and approximately one third received free or reduced-fee lunch. Analyses grouped children by cross-classification of…

Previous work within self-determination theory has shown that experimentally framing a learning activity in terms of extrinsic rather than intrinsic goals results in poorer conceptual learning and performance, presumably because extrinsic goal framing detracts attention from the learning activity and is less directly satisfying of basic…

Recent literature on the determinants of academic motivation has shown that parenting and emotions are central elements in understanding students' achievement goals. The authors of this study set out to examine the predictive relationship between parental behaviors during the last year of elementary school and adolescents' achievement goals at the…

Two studies investigated the proposition that social achievement goals (different orientations toward social competence) are an important aspect of young adolescents' social motivation. Study 1 (N = 153 6th-grade students) established that different orientations toward developing or demonstrating social competence can be seen in young adolescents'…

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)

The objective of this investigation was to evaluate and expand the goal-orientation model of depression vulnerability proposed by B. M. Dykman (1998), which posits that a performance orientation creates a vulnerability to depression through repeated failure. This hypothesis was tested in 5 studies with students in Grades 5 and 6. A…

Investigates the self-reported relationships among fifth- and sixth-grade students' achievement goals in mathematics, their negative affects about making mistakes, and their self-regulatory beliefs and behaviors. A theory of achievement goals and affect is proposed; practical and theoretical implications of the role of negative affect in…

Israeli 2nd and 6th graders (n=159) working puzzles in task or ego goal conditions were more likely to request help and to explain help avoidance as motivated by effort toward independent mastery in the task-focus condition. Results clarify the role of motivational factors in academic help seeking. (SLD)

Cluster analysis was used to classify 257 fifth and sixth graders on the basis of their mastery, ego, and work-avoidant goal orientations. Results identify three clusters with different achievement profiles in science. Students for whom mastery goals were stronger than the other goals show the most positive achievement. (SLD)

Structural equation analysis of the cognitive engagement (CE) of 100 fifth and 175 sixth graders in science activities demonstrated that students who placed greater emphasis on task-mastery goals reported more active CE. Students oriented toward social recognition, pleasing the teacher, or avoiding work had a lower level of CE. (SLD)

Relations of social-goal pursuit to social acceptance by teachers and peers, prosocial and irresponsible classroom behavior, and perceived support from teachers and peers were examined for 475 sixth and seventh graders. Findings reflected, in part, significant relationships between social-goal pursuit and displays of social behavior. (SLD)