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
Intrinsic Motivation and Self-Determination in Human Behavior
Miller, K. A. J., Deci, E. L., & Ryan, R. M. (1988) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2070638 · Cited by 15,406
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
An Attributional Theory of Motivation and Emotion
Weiner, B. L. (1986) · Springer eBooks · doi:10.1007/978-1-4612-4948-1 · Cited by 5,036
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
Achievement goals in the classroom: Students' learning strategies and motivation processes.
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
The competitive ethos and democratic education
(1989) · Choice Reviews Online · doi:10.5860/choice.27-1049 · Cited by 2,789
A theory of motivation for some classroom experiences
Weiner, B. (1979) · Journal of Educational Psychology · doi:10.1037/0022-0663.71.1.3 · Cited by 2,453
Cited by
Sorted by citations
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
The Development and Validation of a Scale to Measure Self-Compassion
NEFF, K. D. (2003) · Self and Identity · doi:10.1080/15298860309027 · Cited by 6,436
Pekrun, R. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9029-9 · Cited by 5,566
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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