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Cited by 1,316Education, Achievement, and GiftednessMotivation and Self-Concept in SportsSchool Choice and Performance

Goal theory, motivation, and school achievement: an integrative review.

Covington, Martin V.·2000·Annual Review of Psychology
DOI 10.1146/annurev.psych.51.1.171
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Abstract

The purpose of this review is to document the directions and recent progress in our understanding of the motivational dynamics of school achievement. Based on the accumulating research it is concluded that the quality of student learning as well as the will to continue learning depends closely on an interaction between the kinds of social and academic goals students bring to the classroom, the motivating properties of these goals and prevailing classroom reward structures. Implications for school reform that follow uniquely from a motivational and goal-theory perspective are also explored.

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Crossref · 10.1146/annurev.psych.51.1.171

Cites

9 of 9 references verified0 citation errors · 0 not checkable

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  • Directly experienced pressure to do and to succeed in a high-stakes context such as a graded evaluation has every chance of seriously increasing failure-focused attention even for high-achieving students.

    “directly experienced pressure to do and to succeed in such a high-stakes context as a graded evaluation, which Covington (2000, p. 185) referred to as a 'failure-oriented (competitive) ability game,' has every chance of seriously increasing failure-focused attention (Covington, 2000) even for high-achieving students”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Covington (2000)

  • The stakes in graded evaluation are not simply zero sum but potentially 'minus sum'-underperforming will leave you worse off than before.

    “the stakes are not simply zero sum, as Covington (2000) claimed, but potentially 'minus sum'-underperforming will leave you worse off than before.”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Covington (2000)

  • Grades constitute the unmistakable measure by which many, if not most, youngsters judge their worth as students.

    “According to Covington (2000, p. 181), grades constitute 'the unmistakable measure by which many, if not most youngsters judge their worth as students,'”

    From Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. (2011) · cites this paper as Covington (2000, p. 181)

  • Dominant motivational models such as achievement goal theory and self-efficacy theory have adopted a sociocognitive perspective that highlights the importance of cognitive and social factors, as well as their complex interplay in understanding motivated behaviours.

    “Dominant motivational models such as achievement goal theory and self-efficacy theory have adopted a sociocognitive perspective that highlights the importance of cognitive and social factors, as well as their complex interplay in understanding motivated behaviours (e.g.Covington, 2000;Dweck & Leggett, 1988;Schunk, 1991).”

    From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as Covington, 2000

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Authors
Covington, M. V.
Affiliations
University of California, Berkeley (US)
Corresponding author
Covington, Martin V.
Venue
Annual Review of Psychology
Publisher
Annual Reviews
Published
2000-02
Volume
51
Issue
1
Pages
171-200
ISSN
  • 0066-4308 (ISSN-L)
  • 1545-2085
DOI
10.1146/annurev.psych.51.1.171
OpenAlex
W2138368559
Cited by
1,316
References
9
Citations by year
2026: 18 · 2025: 29 · 2024: 35 · 2023: 59 · 2022: 64 · 2021: 57 · 2020: 93 · 2019: 61 · 2018: 63 · 2017: 68 · 2016: 64 · 2015: 62 · 2014: 78 · 2013: 72 · 2012: 81
FWCI
4.54
Type
journal article
Language
en
Open access
closed
Locations
  • Annual Review of Psychology (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Education › School Choice and Performance
Keywords
goal theory, achievement motivation, academic performance, academic goals, social goals, student learning, educational reform, self-determination theory
MeSH terms
Educational Status, Goals, Humans, Motivation, Organizational Objectives, Schools, United States, Models, Educational

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