Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective.

In the 1st study, correlational results from 203 high school students suggest that achievement, as indexed by grade point average (GPA), is positively related to efforts to be a successful student, be dependable and responsible, understand things, do one's very best, and get things done on time, and negatively related to trying to have fun. Student GPAs were also related to the number of goals and the unique sets of goals that students try to achieve. In the 2nd study, with a subsample of 107 students, the motivational characteristics of students that predicted GPAs did not predict Scholastic Aptitude Test (SAT) scores. Findings of the 1st study suggest the potential relevance of motivation to achieve socially prescribed as well as cognitive outcomes for explaining academic performance in the classroom. The importance of studying motivation–performance relationships within context is suggested by the fact that the findings of Study 1 were not replicated when nonclassroom evaluations of performance were used as indices of academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)