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Abstract

The purpose of this review is to document the directions and recent progress in our understanding of the motivational dynamics of school achievement. Based on the accumulating research it is concluded that the quality of student learning as well as the will to continue learning depends closely on an interaction between the kinds of social and academic goals students bring to the classroom, the motivating properties of these goals and prevailing classroom reward structures. Implications for school reform that follow uniquely from a motivational and goal-theory perspective are also explored.

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/content/journals/10.1146/annurev.psych.51.1.171
2000-02-01
2024-06-24
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/content/journals/10.1146/annurev.psych.51.1.171
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  • Article Type: Review Article
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