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written by Carole Ames
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. The ways in which interventions must address the independency among these structures are discussed in terms of how they influence student motivation.
Journal of Educational Psychology: Volume 84, Issue 3, Pages 261-271
Subjects Levels Resource Types
Education - Basic Research
- Achievement
- Behavior
= Behavior Development
- Learning Theory
- Student Characteristics
= Affect
- High School
- Middle School
- Elementary School
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Professional/Practitioners
- Administrators
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© 1992 American Psychological Association
DOI:
10.1037/0022-0663.84.3.261
Keywords:
Motivational Theory, growth mindset, intrinsic motivation
Record Creator:
Metadata instance created January 17, 2022 by Sam McKagan
Record Updated:
December 1, 2022 by Caroline Hall
Last Update
when Cataloged:
January 1, 1992
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Record Link
AIP Format
C. Ames, , J. Educ. Psychol. 84 (3), 261 (1992), WWW Document, (https://doi.org/10.1037/0022-0663.84.3.261).
AJP/PRST-PER
C. Ames, Classrooms: Goals, structures, and student motivation., J. Educ. Psychol. 84 (3), 261 (1992), <https://doi.org/10.1037/0022-0663.84.3.261>.
APA Format
Ames, C. (1992, January 1). Classrooms: Goals, structures, and student motivation.. J. Educ. Psychol., 84(3), 261-271. Retrieved January 28, 2023, from https://doi.org/10.1037/0022-0663.84.3.261
Chicago Format
Ames, Carole. "Classrooms: Goals, structures, and student motivation.." J. Educ. Psychol. 84, no. 3, (January 1, 1992): 261-271, https://doi.org/10.1037/0022-0663.84.3.261 (accessed 28 January 2023).
MLA Format
Ames, Carole. "Classrooms: Goals, structures, and student motivation.." J. Educ. Psychol. 84.3 (1992): 261-271. 28 Jan. 2023 <https://doi.org/10.1037/0022-0663.84.3.261>.
BibTeX Export Format
@article{ Author = "Carole Ames", Title = {Classrooms: Goals, structures, and student motivation.}, Journal = {J. Educ. Psychol.}, Volume = {84}, Number = {3}, Pages = {261-271}, Month = {January}, Year = {1992} }
Refer Export Format

%A Carole Ames %T Classrooms: Goals, structures, and student motivation. %J J. Educ. Psychol. %V 84 %N 3 %D January 1, 1992 %P 261-271 %U https://doi.org/10.1037/0022-0663.84.3.261 %O text/html

EndNote Export Format

%0 Journal Article %A Ames, Carole %D January 1, 1992 %T Classrooms: Goals, structures, and student motivation. %J J. Educ. Psychol. %V 84 %N 3 %P 261-271 %8 January 1, 1992 %U https://doi.org/10.1037/0022-0663.84.3.261


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