In this correlational research, we investigated to what extent achievement goals, in conjunction with need for achievement and fear of failure as well as perceived classroom goal structures, are related to learning strategies among upper elementary school students. After taking into account students' tendency to respond in a socially desirable…

Building on the notion that motivation energizes and directs resources in achievement situations, we argue that goal orientations affect perceptions of own intelligence and that the effect of goals on performance is partly mediated by self-estimates of intelligence. Studies 1 (n = 89) and 2 (n = 165) investigated the association of goal…

Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English,…

The aim of this study was to examine students' (N = 579) achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice). By means of…

Factor analyses of a newly developed measure designed to measure early adolescents' perceptions of peers and teachers as sources of scholastic motivation were conducted with a diverse sample of 7th and 8th grade students (N = 1088) in secondary schools. The Relationship and Motivation (REMO) scales measure perceptions of peers (P-REMO) and…

Long-term future time perspective on leisure has been found to relate negatively to school effort. This was studied further by recognizing types of students based on developments in long-term leisure perspectives and comparing their development in motivation and academic achievement. Around 1200 12-13 year old students attending the lowest level…

High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth…

Off-task behavior in the classroom was conceptualized as a manifestation of students pursuing goals they bring into the classroom aside from achievement goals. Regulation during on-task and off-task behavior in action conflict scenarios was elaborated on using the constructs motivational interference and flow. It was argued that achievement and…

Informed by achievement goal orientation and self-determination theories, we explored the role of cultural/contextual factors on Korean students' achievement motivation. Specifically, we examined the role of the Korean middle school students' family orientation as a mediator between their perceptions of parent goals or motivating styles and their…

The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety,…

The aim of the present study was to identify dominant goal orientation patterns in university students, define their motivational profiles and their reading strategy use. The results of cluster analysis showed that four groups of students could be differentiated according to their goal orientation: mastery, mastery-performance,…

The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions,…