Motivational beliefs, values, and goals

Annual Review of Psychology

Volumn 53, Issue , 2002, Pages 109-132

  Eccles, Jacquelynne S ^a   Wigfield, Allan ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Efficacy; Expectancies; Goal theory; Self regulation; Task value; Volition

Indexed keywords

ARTICLE; COGNITION; CULTURAL ANTHROPOLOGY; HUMAN; MOTIVATION; PSYCHOLOGICAL THEORY; SELF CONCEPT; SOCIAL PSYCHOLOGY;

COGNITION; CULTURE; GOALS; HUMANS; MOTIVATION; PSYCHOLOGICAL THEORY; SELF EFFICACY; SOCIAL VALUES;

EID: 0036407793     PISSN: 00664308     EISSN: None     Source Type: Book Series    
DOI: 10.1146/annurev.psych.53.100901.135153     Document Type: Article

References (117)

1. Alexander P.A., Kulikowich J.M., Jetton T.L. 1994. The role of subject-matter knowledge and interest in the processing of linear and nonlinear texts. Rev. Educ. Res. 64:201-52.
2. Amabile T.M., Hill K.G., Hennessey B.A., Tighe E.M. 1994. The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations. J. Pers. Soc. Psychol. 66:950-67.
3. Ames C. 1992. Classrooms: goals, structures, and student motivation. J. Educ. Psychol. 84:261-71.
4. Ames R., Ames C., eds. 1989. Research on Motivation in Education, Vol. 3. New York: Academic.
5. Anderman E.M., Austin A.C., Johnson D.M. 2001. The development of goal orientation. See Wigfield & Eccles 2001. In press.
6. Atkinson J.W. 1964. An Introduction to Motivation. Princeton, NJ: Van Nostrand.
7. Bandura A. 1997. Self-Efficacy: The Exercise of Control. New York: Freeman.
8. Bandura A., Barbaranelli C., Caprara G.V., Pastorelli C. 2001. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 72:187-206.
9. Battle E. 1966. Motivational determinants of academic competence. J. Pers. Soc. Psychol. 4:534-642.
10. Benware C.A., Deci E.L. 1984. Quality of learning with an active versus passive motivational set. Am. Educ. Res. J. 21:755-65.
11. Blumenfeld P.C. 1992. Classroom learning and motivation: clarifying and expanding goal theory. J. Educ. Psychol. 84:272-81.
12. Boekaerts M., Niemivirta M. 2000. Self-regulated learning: finding a balance between learning goals and ego protective goals. See Boekaerts et al. 2000, pp. 417-50.
13. Boekaerts M., Pintrich P.R., Zeidner M.H., eds. 2000. Handbook of Self-Regulation. San Diego, CA: Academic.
14. Borkowski J.G., Carr M., Relliger E., Pressley M. 1990. Self-regulated cognition: interdependence of metacognition, attributions, and self-esteem. In Dimensions of Thinking and Cognitive Instruction, Vol. 1, ed. B. Jones, L. Idol. Hillsdale, NJ: Erlbaum.
15. Borkowski J.G., Muthukrisna N. 1995. Learning environments and skill generalization: how contexts facilitate regulatory processes and efficacy beliefs. In Recent Perspectives on Memory Development, ed. F. Weinert, W. Schneider. Hillsdale, NJ: Erlbaum.
16. Butler R. 1993. Effects of task- and ego-achievement goals on information seeking during task engagement. J. Pers. Soc. Psychol. 65:18-31.
17. Cameron J., Pierce W.D. 1994. Reinforcement, reward, and intrinsic motivation: a meta-analysis. Rev. Educ. Res. 64:363-423.
18. Carver C.S., Scheier M.F. 2000. On the structure of behavioral self-regulation. See Boekaerts et al. 2000, pp. 41-84.
19. Connell J.P. 1985. A new multidimensional measure of children's perception of control. Child Dev. 56:1018-41.
20. Connell J.P., Spencer M.B., Aber J.L. 1994. Educational risk and resilience in African American youth: context, self, and action outcomes in school. Child Dev. 65:493-506.
21. Connell J.P., Wellborn J.G. 1991. Competence, autonomy, and relatedness: a motivational analysis of self-system processes. In Minnesota Symposia on Child Psychology, ed. M. Gunnar, L.A. Sroufe, 23:43-77. Hillsdale, NJ: Erlbaum.
22. Corno L. 1993. The best-laid plans: modern conceptions of volition and educational research. Educ. Res. 22:14-22.
23. Corno L., Kanfer R. 1993. The role of volition in learning and performance. In Review of Research in Education, Vol. 29, ed. L. Darling-Hammond. Washington, DC: Am. Educ. Res. Assoc.
24. Covington M.V. 1992. Making the Grade: A Self-Worth Perspective on Motivation and School Reform. New York: Cambridge Univ. Press.
25. Covington M.V. 1998. The Will to Learn: A Guide for Motivating Young People. New York: Cambridge Univ. Press.
26. Covington M.V. 2000. Goal theory, motivation, and school achievement: an integrative review. Annu. Rev. Psychol. 51:171-200.
27. Covington M.V., Omelich C.L. 1979. Effort: the double-edged sword in school achievement. J. Educ. Psychol. 71:169-82.
28. Crandall V.C., Katkovsky W., Crandall V.J. 1965. Children's beliefs in their own control of reinforcements in intellectual-academic achievement situations. Child Dev. 36:91-109.
29. Csikszentmihalyi M. 1988. The flow experience and its significance for human psychology. See Csikszentmihalyi & Csikszentmihalyi 1988, pp. 15-35.
30. Csikszentmihalyi M., Csikszentmihalyi I.S., eds. 1988. Optimal Experience: Psychological Studies of Flow in Consciousness. Cambridge, MA: Cambridge Univ. Press.
31. Csikszentmihalyi M., Massimini F. 1985. On the psychological selection of bio-cultural information. New Ideas Psychol. 3:15-138.
32. deCharms R. 1968. Personal Causation: The Internal Affective Determinants of Behavior. New York: Academic.
33. Deci E.L., Koestner R., Ryan R.M. 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychol. Bull. 125:627-68.
34. Deci E.L., Ryan R.M. 1985. Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
35. Dweck C. 1999. Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Psychol. Press.
36. Eccles J.S. 1987. Gender roles and women's achievement-related decisions. Psychol. Women Q. 11:135-72.
37. Eccles J.S. 1993. School and family effects on the ontogeny of children's interests, self-perceptions, and activity choice. In Nebraska Symposium on Motivation, 1992: Developmental Perspectives on Motivation, ed. J. Jacobs, pp. 145-208. Lincoln: Univ. Nebr. Press.
38. Eccles J.S., Adler T.F., Meece J.L. 1984. Sex differences in achievement: a test of alternate theories. J. Pers. Soc. Psychol. 46:26-43.
39. Eccles J.S., Barber B., Jozefowicz D. 1998a. Linking gender to educational, occupational, and recreational choices: applying the Eccles et al. model of achievement-related choices. In Sexism and Stereotypes in Modern Society: The Gender Science of Janet Taylor Spence, ed. W.B. Swarm, J.H. Langlois, L.A. Gilbert, pp. 153-92. Washington, DC: Am. Psychol. Assoc.
40. Eccles J.S., Harold R.D. 1992. Gender differences in educational and occupational patterns among the gifted. In Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development, ed. N. Colangelo, S.G. Assouline, D.L. Ambroson, pp. 3-29. Unionville, NY: Trillium.
41. Eccles J.S., Midgley C. 1989. Stage/environment fit: developmentally appropriate classrooms for early adolescents. See Ames & Ames 1989, pp. 139-81.
42. Eccles J.S., Wigfield A., Schiefele U. 1998b. Motivation. See Eisenberg 1998, pp. 1017-95.
43. Eccles (Parsons) J., Adler T.F., Futterman R., Goff S.B., Kaczala C.M., et al. 1983. Expectancies, values, and academic behaviors. In Achievement and Achievement Motivation, ed. J.T. Spence, pp. 75-146. San Francisco: Freeman.
44. Eisenberg N., ed. 1998. Handbook of Child Psychology, Vol. 3. New York: Wiley. 5th ed.
45. Elliott A., Church M. 1997. A hierarchical model of approach and avoidance achievement motivation. J. Pers. Soc. Psychol. 72: 218-32.
46. Elliott E.S., Dweck C.S. 1988. Goals: an approach to motivation and achievement. J. Pers. Soc. Psychol. 54:5-12.
47. Feather N.T. 1988. Values, valences, and course enrollment: testing the role of personal values withIn an expectancy-value framework. J. Educ. Psychol. 80:381-91.
48. Feather N.T. 1992. Values, valences, expectations, and actions. J. Soc. Issues 48:109-24.
49. Findley M.J., Cooper H.M. 1983. Locus of control and academic achievement: a literature review. J. Pers. Soc. Psychol. 44:419-27.
50. Fischhoff B., Goitein B., Shapira Z. 1982. The experienced utility of expected utility approaches. In Expectations and Actions: Expectancy-Value Models in Psychology, ed. N.T. Feather, pp. 315-39. Hillsdale, NJ: Erlbaum.
51. Ford M.E. 1992. Human Motivation: Goals, Emotions, and Personal Agency Beliefs. Newbury Park, CA: Sage.
52. Ford M.E., Nichols C.W. 1987. A taxonomy of human goals and some possible application. In Humans as Self-Constructing Living Systems: Putting the Framework to Work, ed. M.E. Ford, D.H. Ford, pp. 289-311. Hillsdale, NJ: Erlbaum.
53. Gottfried A.E. 1990. Academic intrinsic motivation in young elementary school children. J. Educ. Psychol. 82:525-38.
54. Graham S. 1991. A review of attribution theory in achievement contexts. Educ. Psychol. Rev. 3:5-39.
55. Graham S., Taylor A.Z. 2001. Ethnicity, gender, and the development of achievement values. See Wigfield & Eccles 2001. In press.
56. Grolnick W.S., Gurland S.T., Jacob K.F., Decourcey W. 2000. The development of self-determination in middle childhood and adolescence. Motivating the academically unmotivated: a critical issue for the 21st century. Rev. Educ. Res. 70:151-80.
57. Harter S. 1981. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Dev. Psychol. 17:300-12.
58. Harter S. 1990. Causes, correlates and the functional role of global self-worth: a life-span perspective. In Perceptions of Competence and Incompetence Across the Life-Span, ed. J. Kolligian, R. Sternberg, pp. 67-98. New Haven, CT: Yale Univ. Press.
59. Harter S. 1998. Developmental perspectives on the self-system. See Eisenberg 1998, pp. 553-618.
60. Hebb DO. 1955. Drives and the C.N.S. (conceptual nervous system). Psychol. Rev. 62:243-54.
61. Heckhausen H. 1991. Motivation and Action. Berlin: Springer-Verlag.
62. Hidi S., Baird W. 1986. Interestingness-a neglected variable in discourse processing. Cogn. Sci. 10:179-94.
63. Hidi S., Harackiewicz J.M. 2001. Motivating the academically unmotivated: a critical issue for the 21st century. Rev. Educ. Res. 70:151-80.
64. Juvonen J., Wentzel K.R. 1996. Social Motivation: Understanding Children's School Adjustment. New York: Cambridge Univ. Press.
65. Kuhl J. 1987. Action control: the maintenance of motivational states. In Motivation, Intention, and Volition, ed. F. Halisch, J. Kuhl, pp. 279-307. Berlin: Springer-Verlag.
66. MacIver D.J., Stipek D.J., Daniels D.H. 1991. Explaining within-semester changes in student effort in junior high school and senior high school courses. J. Educ. Psychol. 83:201-11.
67. Maehr M.L., Midgley C. 1996. Transforming School Cultures. Boulder, CO: Westview.
68. Markus H., Wurf E. 1987. The dynamic self-concept: a social psychological perspective. Annu. Rev. Psychol. 38:299-337.
69. Massimini F., Carli M. 1988. The systematic assessment of flow in daily experience. See Csikszentmihalyi & Csikszentmihalyi 1988, pp. 266-87.
70. Matsumoto D., Sanders M. 1988. Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motiv. Emot. 12:353-69.
71. Meece J.L., Blumenfeld P.C., Hoyle R.H. 1988. Students' goal orientations and cognitive engagement in classroom activities. J. Educ. Psychol. 80:514-23.
72. Meece J.L., Wigfield A., Eccles J.S. 1990. Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics. J. Educ. Psychol. 82:60-70.
73. Midgley C., Kaplan A., Middleton M. 2001. Performance-approach goals: good for what, for whom, under what circumstances, and at what cost? J. Educ. Psychol. 93:77-86.
74. Midgley C., Kaplan A., Middleton M., Maehr M.L., Urdan T., et al. 1998. The development and validation of scales assessing students' goal orientations. Contemp. Educ. Psychol. 23:113-31.
75. Nicholls J.G. 1984. Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychol. Rev. 91:328-46.
76. Nicholls J.G., Cobb P., Yackel E., Wood T., Wheatley G. 1990. Students' theories of mathematics and their mathematical knowledge: multiple dimensions of assessment. In Assessing Higher Order Thinking in Mathematics, ed. G. Kulm, pp. 137-54. Washington, DC: Am. Assoc. Adv. Sci.
77. Pintrich P.R. 2000a. An achievement goal perspective on issues in motivation terminology, theory, and research. Contemp. Educ. Psychol. 25:92-104.
78. Pintrich P.R. 2000b. The role of goal orientation in self-regulated learning. See Boekaerts et al. 2000, pp. 452-502.
79. Pintrich P.R., De Groot E.V. 1990. Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 82:33-40.
80. Pintrich P.R., Marx R.W., Boyle R.A. 1993. Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev. Educ. Res. 63:167-99.
81. Pintrich P.R., Schrauben B. 1992. Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In Student Perceptions in the Classroom, ed. D.H. Schunk, J.L. Meece, pp. 149-83. Hillsdale, NJ: Erlbaum.
82. Renninger K.A., Hidi S., Krapp A., eds. 1992. The Role of Interest in Learning and Development. Hillsdale, NJ: Erlbaum.
83. Rheinberg F., Vollmeyer R., Rollett W. 2000. Motivation and action in self-regulated learning. See Boekaerts et al. 2000, pp. 503-29.
84. Roeser R.W. 1997. On schooling and mental health: introduction to the special issue. Educ. Psychol. 33:129-34.
85. Rokeach M. 1979. From individual to institutional values with special reference to the values of science. In Understanding Human Values, ed. M. Rokeach, pp. 47-70. New York: Free Press.
86. Rotter J.B. 1966. Generalized expectancies for internal versus external control of reinforcement. Psychol. Monogr. 80:1-28.
87. Ryan R.M., Deci E. 2000. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25:54-67.
88. Sansone C., Harackiewicz J.M. 2000. Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance. New York: Academic.
89. Schiefele U. 1999. Interest and learning from text. Sci. Stud. Read. 3:257-80.
90. Schneider K. 2001. Intrinsisch (autotelisch) motiviertes Verhalten dargestellt an den Beispielen des Neugierverhaltens sowie verwandter Verhaltenssysteme (Spielen und leistungsmotiviertes Handeln). In Motivation, Volition, Handlung (Enzykl. Psychol. C, Ser. Motiv. Emot., Bd. 4), ed. H. Heckhausen, J. Kuhl. Gottingen: Hogrefe. In press.
91. Schunk D.H. 1990. Goal setting and selfefficacy during self-regulated learning. Educ. Psychol. 25:71-86.
92. Schunk D.H., Ertmer P.A. 2000. Self-regulatory and academic learning self-efficacy enhancing interventions. See Boekaerts et al. 2000, pp. 631-49.
93. Schunk D.H., Zimmerman B.J., eds. 1994. Self-Regulation of Learning and Performance. Hillsdale, NJ: Erlbaum.
94. Shah J.Y., Kruglanski A.W. 2000. Aspects of goal networks: implications for self-regulation. See Boekaerts et al. 2000, pp. 86-110.
95. Skaalvik E. 1997. Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, selfperception, and anxiety. J. Educ. Psychol. 89:71-81.
96. Skinner E.A. 1995. Perceived Control, Motivation, and Coping. Thousand Oaks, CA: Sage.
97. Skinner E.A., Belmont M.J. 1993. Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. J. Educ. Psychol. 85:571-81.
98. Skinner E.A., Zimmer-Gembeck M.J., Connell J.P. 1998. Individual differences and the development of perceived control. Monogr. Soc. Res. Child Dev. 63(Ser. No. 254, No. 2-3).
99. Stipek D.J. 1998. Motivation to Learn: From Theory to Practice. Boston: Allyn & Bacon.
100. Stipek D.J., Seal K. 2001. Motivated Minds: Raising Children to Love Learning. New York: Holt & Co.
101. Turner J.C., Meyer D.K. 1999. Integrating classroom context into motivation theory and research: rationale, methods, and implications. See Urdan 1999, pp. 87-122.
102. Urdan T., ed. 1999. The Role of Context: Advances in Motivation and Achievement, Vol. 11. Stamford, CT: JAI Press.
103. Weiner B. 1985. An attribntional theory of achievement motivation and emotion. Psychol. Rev. 92:548-73.
104. Weiner B. 1992. Human Motivation: Metaphors, Theories, and Research. Newbury Park, CA: Sage.
105. Weisz J.P. 1984. Contingency judgments and achievement behavior: deciding what is controllable and when to try. In The Development of Achievement Motivation, ed. J.G. Nicholls, pp. 107-36. Greenwich, CT: JAI Press.
106. Wentzel K.R. 1991. Relations between social competence and academic achievement in early adolescence. Child Dev. 62:1066-78.
107. Wentzel K.R. 1993. Does being good make the grade? Social behavior and academic competence in middle school. J. Educ. Psychol. 85:357-64.
108. Wentzel K.R. 1994. Relations of social goal pursuit to social acceptance, and perceived social support. J. Educ. Psychol. 86:173-82.
109. White R.H. 1959. Motivation reconsidered: the concept of competence. Psychol. Rev. 66:297-333.
110. Wigfield A. 1994. Expectancy-value theory of achievement motivation: a developmental perspective. Educ. Psychol. Rev. 6:49-78.
111. Wigfield A., Eccles J. 1992. The development of achievement task values: a theoretical analysis. Dev. Rev. 12:265-310.
112. Wigfield A., Eccles J.S., eds. 2001. The Development of Achievement Motivation. San Diego, CA: Academic. In press.
113. Wigfield A., Eccles J.S. 2001. The development of competence-related beliefs and achievement task values from childhood to adolescence. See Wigfield & Eccles 2001. In press.
114. Wigfield A., Eccles J.S., Yoon K.S., Harold R.D., Arbreton A., et al. 1997. Changes in children's competence beliefs and subjective task values across the elementary school years: a three-year study. J. Educ. Psychol. 89:451-69.
115. Winne P.H., Marx R.W. 1989. A cognitive-processing analysis of motivation with classroom tasks. See Ames & Ames 1989, pp. 223-37.
116. Zimmerman B.J. 1989. A social cognitive view of self-regulated learning. J. Educ. Psychol. 81:329-39.
117. Zimmerman B.J. 2000. Attaining self-regulation: a social-cognitive perspective. See Boekaerts et al. 2000, pp. 13-39.