Academically motivated students engage their schoolwork with confidence and interest, are less likely to drop out of school, suffer fewer disciplinary problems, and are more resilient in the face of setbacks than less motivated students. This book presents the work of numerous scholars of adolescent academic motivation and represents the varied theories and lines of inquiry currently dominating research in this area. The chapters are: (1) "Achieving Self-Regulation: The Trial and Triumph of Adolescence" (Barry J. Zimmerman); (2) "Self-Efficacy and Adolescents' Motivation" (Dale H. Schunk and Samuel D. Miller); (3) "Adolescents' Expectancies for Success and Achievement Task Values during the Middle and High School Years" (Allan Wigfield and Stephen Tonks); (4) "The Pivotal Role of Frames of Reference in Academic Self-Concept Formation: The 'Big Fish-Little Pond' Effect" (Herbert W. Marsh and Rhonda G. Craven); (5) "Adolescents' Achievement Goals: Situation Motivation in Sociocultural Contexts" (Avi Kaplan and Martin L. Maehr); (6) "Rewards and Intrinsic Motivation: A Needs-Based Developmental Perspective" (Martin V. Covington); (7) "What Adolescents Need: A Self-Determination Theory Perspective on Development within Families, School, and Society" (Jennifer G. La Guardia and Richard M. Ryan); (8) "From Duty to Desire: The Role of Students' Future Time Perspective and Instrumentality Perceptions for Study Motivation and Self-Regulation" (Willy Lens, Joke Simons, and Siegfried Dewitte); (9) "Interest and Adolescence" (Suzanne Hidi and Mary Ainley); (10) "Social Determinants of Public Behavior of Middle School Youth: Perceived Peer Norms and Need To Be Accepted" (Jaana Juvonen and R. Jean Cadigan); (11) "The Development and Consequences of Stereotype Vulnerability in Adolescents" (Joshua Aronson and Catherine Good); and (12) "Studying Motivation To Learning during Early Adolescence: A Holistic Perspective" (Robert W. Roeser and Mollie K. Galloway). Each chapter contains references. (KB)