The DOI matches its Crossref record; 89 of the 90 references it cites were found in a registry or an index.
Classrooms: Goals, structures, and student motivation.
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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”
Citations
Cites
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Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
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Ames, C., & Archer, J. (1988) · Journal of Educational Psychology · doi:10.1037/0022-0663.80.3.260 · Cited by 3,564
Self-citationGoals: An approach to motivation and achievement.
Elliott, E. S., & Dweck, C. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.54.1.5 · Cited by 3,098
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Bong, M., Woo, Y., & Shin, J. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.745464 · Cited by 57
Influence of Teacher and Family Support on University Student Motivation and Engagement
Descals-Tomás, A., Rocabert-Beut, E., Abellán-Roselló, L., Gómez-Artiga, A., & Doménech-Betoret, F. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18052606 · Cited by 59
Motivational strategies to engage learners in desirable difficulties.
Zepeda, C. D., Martin, R. S., & Butler, A. C. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.08.007 · Cited by 58
Turner, J. C., Gray, D. L., Anderman, L. H., Dawson, H. S., & Anderman, E. M. (2013) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.06.003 · Cited by 46
RESPONSE TO ASSESSMENT FEEDBACK: THE EFFECTS OF GRADES, PRAISE, AND SOURCE OF INFORMATION
Lipnevich, A. A., & Smith, J. K. (2008) · ETS Research Report Series · doi:10.1002/j.2333-8504.2008.tb02116.x · Cited by 109
Reliance on Luck: Identifying Which Achievement Goals Elicit Superstitious Behavior
Hamerman, E. J., & Morewedge, C. K. (2015) · Personality and Social Psychology Bulletin · doi:10.1177/0146167214565055 · Cited by 45
Bengoechea, E. G. (2002) · Quest · doi:10.1080/00336297.2002.10491763 · Cited by 43
Development and validity of the emotion and motivation self-regulation questionnaire (EMSR-Q).
Alonso-Tapia, J., Panadero Calderón, E., & Díaz Ruiz, M. A. (2014) · The Spanish Journal of Psychology · doi:10.1017/sjp.2014.41 · Cited by 42
De Clercq, M., Galand, B., & Frenay, M. (2013) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2012.10.003 · Cited by 37
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Tanaka, A., & Yamauchi, H. (2000) · The Japanese journal of psychology · doi:10.4992/jjpsy.71.317 · Cited by 27
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The thrill of victory: women and sport shopping.
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A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education
Wortha, F., Gerjets, P., Azevedo, R., Bernacki, M., Brucker, B., Bühler, B., Ehlis, A.-C., Kasneci, E., Miyake, A., Murayama, K., et al. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10196-7
Metadata
- Authors
- Ames, C.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Ames, Carole
- Venue
- Journal of Educational Psychology
- Published
- 1992-09
- Volume
- 84
- Issue
- 3
- Pages
- 261-271
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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 › Developmental and Educational 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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