This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other

Classrooms: Goals, structures, and student motivation.

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewards significantly undermined free-choice intrinsic motivation (d = -0.40, -0.36, and -0.28, respectively), as did all rewards, all tangible rewards, and all expected rewards. Engagement-contingent and completion-contingent rewards also significantly undermined self-reported interest (d = -0.15, and -0.17), as did all tangible rewards and all expected rewards. Positive feedback enhanced both free-choice behavior (d = 0.33) and self-reported interest (d = 0.31). Tangible rewards tended to be more detrimental for children than college students, and verbal rewards tended to be less enhancing for children than college students. The authors review 4 previous meta-analyses of this literature and detail how this study's methods, analyses, and results differed from the previous ones.

A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.

https://depts.washington.edu/techdocs/papers/deciExtrinsicRewardsAndIntrinsicMotivation99.pdf

Psychological Bulletin A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation

Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested.

/pdf/self-efficacy-and-academic-motivation-28wwg3qieq.pdf

Self-Efficacy and Academic Motivation

4 modes of reacting to the late adolescent identity crisis were described, measured, and validated. Criteria for inclusion in 1 of 4 identity statuses were the presence of crisis and commitment in the areas of occupation and ideology. Statuses were determined for 86 college male Ss by means of individual interviews. Performance on a stressful concept-attainment task, patterns of goal setting, authoritarianism, and vulnerability to self-esteem change were dependent variables. Ss higher in ego identity performed best on the conceptattainment task; those in the status characterized by adherence to parental wishes set goals unrealistically high and subscribed significantly more to authoritarian values. Failure of the self-esteem condition to discriminate among the statuses was attributed to unreliability in self-esteem measurement. Ego identity and identity diffusion (Erikson, 19S6, 1963) refer to polar outcomes of the hypothesized psychosocial crisis occurring in late adolescence. Erikson views this phase of the life cycle as a time of growing occupational and ideological commitment. Facing such imminent adult tasks as getting a job and becoming a citizen, the individual is required to synthesize childhood identifications in such a way that he can both establish a reciprocal relationship with his society and maintain a feeling of continuity within himself. Previous studies have attempted to determine the extent of ego-identity achievement by means of an adjustment measure and the semantic differential technique (Bronson, 19S9), a Q-sort measure of real-ideal-se lf discrepancy (Gruen, 1960), a measure of role variability based on adjective ranking (Block,

/pdf/development-and-validation-of-ego-identity-status-5gpe0py3me.pdf

Richard deCharms

Papers

Enhancing Motivation: Change in the Classroom

Values expressed in American children's readers: 1800-1950.

Motivation: social approaches.

Hope of success, fear of failure, subjective probability, and risk-taking behavior.

Direct and vicarious reduction of hostility.