Contextual Influences on Motivation and Performance: An Examination of Achievement Goal Structures

Abstract

(from the chapter) There is a large and growing body of research that has examined the motivational, cognitive, affective, and behavioral consequences of holding a particular goal orientation. The purpose of this chapter is to take a closer look at the research and issues regarding the contextual factors that affect the goals students pursue in a given situation or context, as well as the motivational and performance outcomes associated with these contextual influences. The chapter will begin with a brief overview of achievement goal theory, including how goals and goal structures are defined. In the first section, the author includes a consideration of some remaining questions in this area of study and some possible directions for future research. Next, the author provides a description of a current research project, examining the classroom processes that influence students' perceptions of classroom goal structures and some preliminary impressions that the authors has formed from this project. Finally, this chapter concludes with a consideration of the implications that research on goal structures has for both research and teaching. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (chapter)