Martin L. Maehr's research while affiliated with University of Michigan and other places
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Publications (37)
This study investigated some antecedents of achievement attributions and achievement values. Antecedents included demographics (gender, age, socioeconomic status, and race) and six achievement context choices (school, work, family, social, aesthetic, and sport). It was expected that individuals would be more motivated to achieve in some contexts an...
Achievement has been, and remains, a topic of continuing concern for societies, institutions, groups, and the individuals who compose them. Factors that result in achievement are many and varied, but it is widely assumed that one of its primary elements is motivation. Numerous theoretical perspectives on the nature and nurture of motivation exist;...
Analyzes 3 strategies for determining when and under what conditions persistence, choice, and variation in performance occur in the study of motivation. The 1st strategy relates to the role of personality in motivation. The 2nd strategy suggests that situational variables play a major role in achievement motivation, and the 3rd strategy specificall...
In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation,
and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods
to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard...
The author suggests how these papers converge in portraying the nature of motivation, learning, and achievement. That portrayal proceeds from a social???cognitive framework that stresses the centrality of goals in framing whether, when, and how students are likely to approach or avoid academic tasks. He points out, however, that approach and avoida...
This article provides an integrative perspective on the articles presented in this special issue. It is also a very personal perspective. In such small space it is impossible to do justice fully to Paul's work or to the reflections on that work. What this final article attempts is a statement that emphasizes the scope and depth of this work as perc...
This study is focused on the relationships that children’s self-perceived emergent leadership shares with group characteristics, such as gender and ability groups, and with outcomes, such as performance and self-perceived group cohesion and regulation. Fourth-and fifthgrade students (N = 249) participated in a collaborative math activity, assessing...
In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the pr...
Social cognitive theories on learning have considered the role of beliefs, thoughts and perceptions in motivating students
to adopt adaptive learning strategies. The concept of goals has emerged to be useful in explicating the origins and correlates
of adaptive learning. There are two general goal orientations that students can adopt in learning: t...
Achievement in one form or another has been a subject of continuing interest on the part of parents, leaders in business and industry, government officials and social scientists. Whatever the specific focus, a society's schools take the blame when productivity objectives are not met, science is second rate and high art has to be imported. Whether o...
The author suggests how these papers converge in portraying the nature of motivation, learning, and achievement. That portrayal proceeds from a social—cognitive framework that stresses the centrality of goals in framing whether, when, and how students are likely to approach or avoid academic tasks. He points out, however, that approach and avoidanc...
The Patterns of Adaptive Learning Scales (PALS) were designed as measures of achievement goals and other motivational constructs in educational settings. The scales have been developed and refined over time by a group of researchers using goal orientation theory to examine the relation between the learning environment and students’ motivation, affe...
The Patterns of Adaptive Learning Scales (PALS) were designed as measures of achievement goals and other motivational constructs in educational settings. The scales have been developed and refined over time by a group of researchers using goal orientation theory to examine the relation between the learning environment and students’ motivation, affe...
This article discusses implications of achievement goal theory on the achievement motivation of African American students in predominantly White school settings. Studies suggest that schools which emphasize task goals - the engagement in academic tasks for the purpose of learning and improving - are more conducive to Black students' academic succes...
This study is concerned with the role that achievement goals may play in facilitating the psychological well-being of students. Specifically, we build on “goal theory” analysis of adaptive behavior in examining the relationship between task and ego goals, perceptions of school emphases on task and ego goals, and indices of well-being and disruptive...
Investigated the effects of the transition from elementary- to middle-level schools on the motivational beliefs (MBs) of 278 students attending 2 substantively different types of middle schools: one was characterized as utilizing task-focused instructional practices, while the other school utilized more traditional practices. Teachers in the latter...
Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of...
This paper presents an interpretive summary of the progress that has been made in the study of motivation, especially as this work relates to the area of education. Motivation research has “come of age” with theoretical frameworks rooted in an established body of findings, and with the development of core methodologies for pursuing further knowledg...
Research on academic achievement motivation has increasingly focused on students’ goals. Most of that research has focused on two particular types of achievement goals: task goals and ability goals. In this review, we propose that a more thorough understanding of motivation and achievement in schools can be developed if we examine social goals—defi...
This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade schools are antithetical to the needs of early adolescents, few reform e...
This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade schools are antithetical to the needs of early adolescents, few reform e...
Middle grade education has been a neglected area in school reform. In fact, many common practices at this level are contrary to current theory and research on early adolescents. Recent work in achievement theory suggests that a school's definition of learning influences student motivation. Thus, a school environment that stresses learning (task goa...
The Inventory of Personal Investment (IPI) was administered to 522 Japanese and 746 American workers to compare their work motivation and self-concepts. Eleven subscales were formed based on the IPI model and were found through factor analysis to be appropriate for the samples in both countries. Discriminant analyses of scale scores by subjects' na...
The results of an exploratory study of the role of contextual and personal factors (“personality” and demographic differences) in modifying administrative behavior are presented. Of the personal characteristics, principals' goals, particularly those of providing leadership, had the most impact on administrative behavior. Of the contextual influence...
What little motivational research is directed toward the practical world of education is primarily addressed to classroom teachers. We presume to speak to those in school leadership roles. Building on current interest in restructuring schools as well as the recent attention to motivational issues, we suggest how the school as a whole can be redesig...
THIS ARTICLE IS CONCERNED WITH how persons in leadership roles can elicit the motivation, commitment, and personal investment of members of an organization. Recent research on employee motivation is briefly summarized and interpreted. It is argued that those in leadership roles bear a special responsibility for creating a sense of purpose in the or...
Citations
... Cultural distance has received a great deal of attention in international business literature (Dow, 2000;Evans and Malvando, 2002;Kogut and Singh, 1988;O'Grady and Henry, 1996). When applied to marketing education, the premise is that different countries can be grouped according to the homogeneity and heterogeneity in their teaching and learning culture (Wierstra et al., 2003), with Hofstede's cultural dimensions providing a relevant framework for cross-cultural research in marketing education (Hofstede, 1986;Hofstede and Bond, 1988;Laughton and Ottewill, 2000;Maehr et al., 1999;Zhang et al., 2008). Of Hofstede's (1986) four cultural dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity), two distinct teaching culture dimensions can be distinguished -power distance and uncertainty avoidance. ...
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... Previous research has demonstrated numerous benefits of a mastery goal structure for students' learning, motivation, and performance (Meece, 1991;Patrick, Anderman, Ryan, Edelin, & Midgley, 2001). Because students tend to personally adopt a mastery goal, they feel more intrinsically motivated (Murayama & Elliot, 2009), more actively and deeply en gage in tasks (Wolters, 2004), and less frequently resort to maladaptive strategies (Turn er et al., 2002) in the mastery-oriented than the performance-oriented contexts. ...
... People who are mastery-goal oriented learn because they have an inner need to understand and develop a sense of competence or of mastery (Vedder-Weiss & Fortus, 2012). Mastery-goal orientation for a topic is strongly related to self-efficacy towards one's ability to learn and make sense of the topic (Urdan, 1997). This is because if we do not believe that we have the ability to understand something, it is unlikely that we will begin to invest the time and energy needed to develop this understanding. ...
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... Various studies have indicated differences between elementary and secondary school environments with respect to structure, performance emphasis, and social relationships (Anderman & Maehr, 1994;Anderman & Midgley, 1997;Maehr & Anderman, 1993;Midgley, 1993;Midgley et al., 1995;Wigfield et al., 1991). In elementary school, class sizes tend to be smaller and taught by one primary classroom teacher, and teacher-student relationships tend to be intense and characterized by warmth and support. ...
... Their finding highlights the need for empirical investigation into this disparity in a different context and educational level. Finally, as the purpose of research has shifted from the treatment of the problem to the prevention of the problem (Anderman & Maehr, 1994), we try to determine the predictive utility of the noncognitive factors on each other and on mathematics achievement in a comprehensive manner. As a part of this objective, we sought to find the factors that mediate the relations of SES and social expectations on mathematics achievement. ...
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... However, it is a complex psychophysiological process for students to study in class, which involves not only cognitive but also emotional and social aspects (Scardamalia and Bereiter 2006). Therefore, it is more conditional and contextual to assess learning states in classroom than in laboratory (Dikker et al. 2017;Pintrich and Garcia 1991). ...
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... In some cultures, ability may be thought of as uncontrollable (similar to intelligence), whereas individuals in other cultures may interpret it more akin to specific skills that can be learned. Academic motivation may suffer when the practices of schools and students' cultures conflict (e.g., individual versus group learning; Kumar & Maehr, 2010). Student differences in mindsets and interests can affect motivation. ...
Reference: Motivation
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... The goal of the breeders' group has yet to be to make things out of things that already exist, like making available solid and liquid cow manure. According to the theory of achievement goals, exploring the focus object tends to approach several other actions (Grajcevci & Shala, 2021;Maehr & Zusho, 2009). However, in this instance, the livestock group tends to suppress other achievement goals and only focus on the dominant object. ...
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... The BFLPE is considered a powerful, long-lasting contextual effect that generalises across different research sites, levels of education, and cultures around the world (2008b, 2021Fang et al., 2018;Marsh et al., 2008a). An example of its long-lasting effect can be found in Marsh et al. 's (2001) study focusing on BFLPE before and after reunification in Germany. ...
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... Una vez asumida la relevancia de la motivación académica y, específicamente, de la orientación a metas de los/as estudiantes, resulta interesante indagar sobre las variables que podrían determinar la orientación de éstas (Xu, Dai, Liu y Deng, 2018). En este sentido, la propia teoría de metas de logro, como teoría sociocognitiva, sostiene que tanto el contexto escolar como el familiar contribuyen a la orientación a metas que los estudiantes adoptan (Maehr, 2001). En lo relativo a la influencia del contexto familiar la investigación realizada hasta el momento ha abordado, por ejemplo, cómo el estilo parental se relaciona con el aprendizaje de los/as hijos/as, sus expectativas de éxito y/o sus resultados académicos (González, Holbein y Quilter, 2002;Grolnick, Ryan y Deci, 1991), pero no se ha profundizado todavía en la contribución de los comportamientos y actitudes parentales a la orientación a metas de los/as hijos/as en el aula (Chan y Chan, 2007;Kim, Schallert y Kim 2010). ...
