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Cited by 6,468Education, Achievement, and GiftednessEducational Environments and Student OutcomesMotivation and Self-Concept in Sports

Classrooms: Goals, structures, and student motivation.

Ames, Carole·1992·Journal of Educational Psychology
DOI 10.1037/0022-0663.84.3.261
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Abstract

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

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Crossref · 10.1037/0022-0663.84.3.261

Cites

89 of 89 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Ames claimed that the normative aspect of grading is responsible for generating the ego-oriented focus on ability.

    “Later Ames (1992) claimed that the normative aspect of grading is responsible for generating the ego-oriented focus on ability.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Ames, 1992

  • Achievement goal theory has consistently argued that grades engender a performance focus.

    “the relatively long tradition of achievement goal theory (Ames, 1992; Butler, 1987; Nicholls, 1984) has consistently argued that grades engender a performance focus”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Ames, 1992

  • Mastery goals promote intrinsic motivation and a deeper understanding of the material, leading to long-term academic success.

    “Mastery goals promote intrinsic motivation and a deeper understanding of the material, leading to long-term academic success (Ames 1992;Bieg, Reindl, and Dresel 2017;Huang 2011;Katz-Vago and Benita 2024;Matos et al. 2017).”

    From Mastering knowledge: the impact of generative AI on student learning outcomes (2026) · cites this paper as Ames 1992

  • From a self-determination theory perspective, teachers can influence their students' motivation by supporting or thwarting basic psychological needs for autonomy, competence and relatedness.

    “From a self-determination theory perspective, teachers can influence their students’ motivation by supporting or thwarting basic psychological needs for: (i) Autonomy, the need to experience one’s behavior as self-endorsed or volitional; (ii) Competence, the need to effectively interact with one’s environment and achieve positive outcomes; and (iii) Relatedness, the need to feel supported and con”

    From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [61]

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Authors
Ames, C.
Affiliations
University of Illinois Urbana-Champaign (US)
Corresponding author
Ames, Carole
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
1992-09
Volume
84
Issue
3
Pages
261-271
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.84.3.261
OpenAlex
W2056855771
Cited by
6,468
References
90
Citations by year
2026: 160 · 2025: 207 · 2024: 176 · 2023: 285 · 2022: 252 · 2021: 293 · 2020: 345 · 2019: 304 · 2018: 278 · 2017: 313 · 2016: 317 · 2015: 314 · 2014: 310 · 2013: 332 · 2012: 312
FWCI
45.98
Type
journal article
Language
en
Open access
closed
Locations
Journal of Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
achievement goal theory, classroom climate, classroom structure, student motivation, mastery orientation, task orientation, recognition, teacher authority, children's motivation

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