Abstract
We discuss ways in which aspects of academic and social motivation interact to influence student's academic performance. Research on academic and social motivational constructs is reviewed, focusing on students' ability and efficacy beliefs, control beliefs, achievement values, and achievement goal orientations. Relations between academic and social motivational processes are discussed, as well as how motivational processes from both domains might interact to influence academic outcomes. We also discuss motivation from the perspective of contextual factors and school socialization processes that have the potential to influence student motivation and subsequent performance. In this regard, teachers' instructional practices and interpersonal relationships with students are highlighted as potentially powerful factors influencing student motivation and performance.
Similar content being viewed by others
REFERENCES
Allen, J. D. (1986). Classroom management: Students' perspectives, goals, and strategies. Am. Educ. Res. J. 23: 437–459.
Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In Ames, R. E., and Ames, C. (eds.), Research on motivation in education (Vol. 1), San Diego: Academic Press.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. J. Educ. Psychol. 84: 261–271.
Ames, C., and Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. J. Educ. Psychol. 76: 478–487.
Anderman, E. M., and Maehr, M. L. (1994). Motivation and schooling in the middle grades. Rev. Educ. Res. 64: 287–309.
Anderman, E. M., and Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. J. Res. Sci. Teach. 31: 811–831.
Austin, J. T., and Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychol. Bull. 120: 338–375.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self efficacy: The exercise of control, New York: W. H. Freeman.
Blumenfeld, P. B. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. J. Educ. Psychol. 84: 272–281.
Butler, R. (1993). Effects of task-and ego-achievement goals on information seeking during task engagement. J. Person. Soc. Psychol. 65: 18–31.
Boggiano, A. K., and Katz, P. (1991). Maladaptive achievement patterns in students: The role of teachers' controlling strategies. J. Soc. Issues 47: 35–51.
Bryk, A. S., and Raudenbush, S. W. (1992). Hierarchical linear models: Applications and data analysis methods, Newbury Park, CA: Sage.
Connell, J. P. (1985). A new multidimensional measure of children's perception of control. Child Devel. 56: 1018–1041.
Connell, J. P., and Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self system processes. In Gunnar, M. R., and Sroufe, L. A. (eds.), Self processes and development: The Minnesota symposia on child development (Vol. 23), Hillsdale, NJ: Erlbaum, pp. 43–78.
Covington, M. V. (1992). Making the grade: A self-worth perspective on school reform, New York: Cambridge University Press.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic motivation and self determination in human behavior, New York: Plenum Press.
DeCharms, R. (1984). Motivation enhancement in educational settings. In Ames, R., and Ames, C. (eds.), Research in motivation in education (Vol. 1), New York: Academic Press, pp. 275–310.
Dodge, K. A., Asher, S. R., and Parkhurst, J. T. (1989). Social life as a goal coordination task. In Ames, C., and Ames, R. (eds.), Research on motivation in education (Vol. 3), New York: Academic Press, pp. 107–138.
Duda, J. L., and Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. J. Educ. Psychol. 84: 290–299.
Dweck, C. S., and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychol. Rev. 95: 256–273.
Eccles, J. (1993). School and family effects on the ontogeny of children's interests self perceptions, and activity choices. In Jacobs, J. (ed.), Developmental perspectives on motivation: Vol. 40 of the Nebraska symposium on motivation, Lincoln, NE: University of Nebraska Press, pp. 145–208.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., and Midgley, C. (1983). Expectancies, values and academic behaviors. In Spence, J. T. (ed.), Achievement and achievement motives, San Francisco: W. H. Freeman.
Eccles, J. S., and Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In Ames, C., and Ames, R. (eds.), Research on motivation in education (Vol. 3), San Diego: Academic Press.
Eccles, J. S., and Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents' academic achievement-related beliefs and self-perceptions. Person. and Soc. Psychol. Bull. 21: 215–225.
Eccles, J. S., Wigfeld, A., and Schiefele, U. (1998). The development of achievement motivation. In Eisenberg, N. (ed.), Handbook of child psychology (Vol. IV, 5th Ed.), New York: John Wiley, pp. 1017–1095.
Elliot, A. J., and Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. J. Person. Soc. Psychol. 70: 968–980.
Feldlaufer, H., Midgley, C., and Eccles, J. (1988). Student, teacher, and observer perceptions of the classroom before and after the transition to junior high school. J. Early Adolesc. 8: 133–156.
Felner, R. D., Aber, M. S., Primavera, J., and Cauce, A. M. (1985). Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators. Am. J. Commun. Psychol. 13: 365–379.
Findley, M. J., and Cooper, H. M. (1983). Locus of control and academic achievement: A literature review. J. Person. Soc. Psychol. 44: 419–427.
Ford, M. E. (1982). Social cognition and social competence in adolescence. Devel. Psychol. 18:323–340.
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs, Newbury Park, CA: Sage.
Ford, M. E. (1996). Motivational opportunities and obstacles associated with social responsibility and caring behavior in school contexts. In Juvonen, J., and Wentzel, K. (eds.), Social motivation: Understanding children's school adjustment, New York: Cambridge University Press, pp. 126–153.
Ford, M. E., and Tisak, M. S. (1983). A further search for social intelligence. J. Educ. Psychol. 75: 196–206.
Goodenow, C. (1993). Classroom belonging among early adolescents: Relationships to motivation and achievement. J. Early Adolesc. 13: 21–43.
Grolnick, W. S., and Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. J. Person. Soc. Psychol. 52: 890–898.
Guthrie, J. T., and Alao, S. (1997). Designing contexts to increase motivation for reading. Educ. Psychol. 32: 95–106.
Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, C. C., Rince, M. E., Faibisch, F. M., Hunt, B., and Mitchell, A. M. (1996). Growth of literacy engagement: Change in motivations and strategies during concept-oriented reading instruction. Read. Res. Quart. 31: 306–325.
Guthrie, J. T., Cox, K. E., Anderson, E., Harris, K., Mazzoni, S., and Rach, L. (1998). Integrated instruction principles. Educ. Psychol. Rev. 10: 177–199.
Hansen, S. L., and Ginsberg, A. L. (1988). Gaining ground: Values and high school success. Am. Educ. Res. J. 25: 334–365.
Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In Juvonen, J., and Wentzel, K. (eds.), Social motivation: Understanding children's school adjustment, New York: Cambridge, pp. 11–42.
Juvonen, J. (1996). Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations. In Juvonen, J., and Wentzel, K. R., (eds.), Social motivation: Understanding children's school adjustment, New York: Cambridge University Press, pp. 43–65.
Juvonen, J., and Wentzel, K. R. (1996). Social motivation: Understanding children's school adjustment. New York: Cambridge University Press.
Lepper, M. R., and Hodell, M. (1989). Intrinsic motivation in the classroom. In Ames, C., Ames, R. (eds.), Research on motivation in education: Vol. 3. Goals and cognitions, New York: Academic Press, pp. 73–106.
Maehr, M. (1984). Meaning and motivation: Toward a theory of personal investment. In Ames, R., and Ames, C. (eds.), Research on motivation in education (Vol. 1), New York: Academic Press, pp. 115–144.
Maehr, M. L., and Midgley, C. (1996). Transforming school cultures, Boulder, CO: Westview Press.
Marjoribanks, K. (1985). Ecological correlates of adolescents' aspirations: Gender-related differences. Contemp. Educ. Psychol. 10: 329–341.
Marlowe, H. A. (1986). Social intelligence: Evidence for multidimensionality and construct independence. J. Educ. Psychol. 78: 52–58.
Meece, J. L., Wigfield, A., and 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.
Midgley, C., Feldlaufer, H., and Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Devel. 60: 981–992.
Nicholls, J. G. (1979). Quality and equality in intellectual development: The role of motivation in education. Am. Psychol. 34: 1071–1084.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychol. Rev. 91: 328–346.
Nicholls, J. G., Cheung, P., Lauer, J., and Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learn. Indiv. Diff. 1: 63–84.
Nolen, S. B., and Nicholls, J. G. (1993). Elementary school pupils' beliefs about practices for motivating students in mathematics. Brit. J. Educ. Psychol. 63: 414–430.
Ogbu, J. (1985). Cultural ecology of competence among inner-city blacks. In McAdoo, H., and McAdoo, J. (eds.), Black children's social, educational, and parent environments, Newbury Park, CA: Sage.
Oldfather, P., and McLaughlin, J. (1993). Gaining and losing voice: A longitudinal study of students' continuing impulse to learn across elementary and middle school contexts. Res. Middle Level Educ. 17: 1–25.
Pajares, F. (1996). Self efficacy beliefs in academic settings. Rev. Educ. Res. 66: 543–578.
Pervin, L. A. (1983). The stasis and flow of behavior: Toward a theory of goals. In Page, M. M. (ed.), Personality: Current theory and research, Lincoln: University of Nebraska Press, pp. 1–53.
Phelan, P., Davidson, A. L., and Cao, H. T. (1991). Students' multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropol. Educ. Quart. 22: 224–250.
Pintrich, P. R., and DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 82: 33–40.
Pintrich, P. R., and Schunk, D. H. (1996). Motivation in education: Theory, research, and applications, Englewood Cliffs, NJ: Prentice-Hall.
Rosenholtz, S. R., and Rosenholtz, S. J. (1981). Classroom organization and the perception of ability. Sociol. Educ. 54: 132–140.
Rosenholtz, S. J., and Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction? Rev. Educ. Res. 54: 31–63.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychol. Monogr. 80: 1–28.
Schunk, D. H. (1991). Self efficacy and academic motivation. Educ. Psychol. 26: 207–231.
Schunk, D. H., Hanson, A. R., and Cox, P. D. (1987). Peer-model attributes and children's achievement behaviors. J. Educ. Psychol. 79: 54–61.
Skinner, E. A. (1995). Perceived control, motivation, and coping, Thousand Oaks, CA: Sage Publications.
Skinner, E. A., and Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. J. Educ. Psychol. 85: 571–581.
Skinner, E. A., Chapman, M., and Baltes, P. B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. J. Person. Soc. Psychol. 54: 117–133.
Stipek, D. J. (1984). Young children's performance expectations: Logical analysis or wishful thinking? In Nicholls, J. G. (ed.), Advances in motivation and achievement (Vol. 3). The development of achievement motivation, Greenwich, CT: JAI Press.
Stipek, D. J. (1996). Motivation and instruction. In Berliner, D. C., and Calfee, R. C. (eds.), Handbook of educational psychology, New York: Macmillan.
Stipek, D. J., and MacIver, D. (1989). Developmental change in children's assessment of intellectual competence. Child Devel. 60: 521–538.
Stipek, D. J., and Weisz, J. R. (1981). Perceived personal control and academic achievement. Rev. Educ. Res. 51: 101–137.
Thorkildsen, T. A., Nolen, S. B., and Fournier, J. (1994). What is fair? Children's critiques of practices that influence motivation. J. Educ. Psychol. 86: 475–486.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychol. Rev. 92: 548–573.
Weinstein, R. S. (1989). Perceptions of classroom processes and student motivation: Children's views of self-fulfilling prophecies. In Ames, C., and Ames, R. (eds.), Research on motivation in education (Vol. 3), New York: Academic Press, pp. 187–222.
Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. J. Educ. Psychol. 81: 131–142.
Wentzel, K. R. (1991a). Relations between social competence and academic achievement in early adolescence. Child Devel. 62: 1066–1078.
Wentzel, K. R. (1991b). Social competence at school: The relation between social responsibility and academic achievement. Rev. Educ. Res. 61: 1–24.
Wentzel, K. R. (1992). Motivation and achievement in adolescence: A multiple goals perspective. In Mece, J., and Schunk, D. (eds.), Student perceptions in the classroom: Causes and consequences, Hillsdale, NJ: Lawrence Erlbaum, pp. 287–306.
Wentzel, K. R. (1993). Social and academic goals at school: Motivation and achievement in early adolescence. J. Early Adolesc. 13: 4–20.
Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. J. Educ. Psychol. 86: 173–182.
Wentzel, K. R. (1995). Teachers Who Care: Implications for Student Motivation and Classroom Behavior. Final Report for the Office of Educational Research and Improvement, QERI Fellows Program, Washington, DC.
Wentzel, K. R. (1996a). Social and academic motivation in middle school: Concurrent and long-term relations to academic effort. J. Early Adolesc. 16: 390–406.
Wentzel, K. R. (1996b). Social goals and social relationships as motivators of school adjustment. In Juvonen, J., and Wentzel, K. (eds.), Social motivation: Understanding school adjustment, New York: Cambridge University Press.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. J. Educ. Psychol. 89: 411–419.
Wentzel, K. R. (1997). Social-Motivational Processes and Interpersonal Relationships: Implications for Understanding Students' Academic Success. Unpublished manuscript, University of Maryland, College Park, MD.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educ. Psychol. Rev. 6: 49–78.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educ. Psychol. 32: 59–68.
Wigfield, A., and Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Devel. Rev. 12: 265–310.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Wentzel, K.R., Wigfield, A. Academic and Social Motivational Influences on Students' Academic Performance. Educational Psychology Review 10, 155–175 (1998). https://doi.org/10.1023/A:1022137619834
Issue Date:
DOI: https://doi.org/10.1023/A:1022137619834