Goal Theory, Motivation, and School Achievement: An Integrative Review

Martin V. Covington

1,314 citations0/0 files storedAnnual Review of Psychology

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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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References

2015Democracy and Education 1988A social-cognitive approach to motivation and personality.1990Motivational and self-regulated learning components of classroom academic performance.1986Motivational processes affecting learning.1992Classrooms: Goals, structures, and student motivation.1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.1995Motivation in Education: Theory, Research, and Applications 2000The Role of Goal Orientation in Self-Regulated Learning

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