In this article we will discuss how teachers, principals, student counselors, and other professionals in education, can enhance the quantity and the quality of students' motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination theory we will discuss these qualitative differences in students' motivation and we will explain why teachers should create a learning environment that fosters these more optimal types of motivation.

El propósito de este artículo es explicar cómo la motivación de los estudiantes para el aprendizaje y las tareas de logro derivan parcialmente de su utilidad o instrumentalidad para el cumplimiento de metas en el futuro cercano o distante. La pregunta central es ¿cómo la orientación hacia el futuro o la perspectiva de tiempo futuro (PTF) de los estudiantes afecta su motivación y su orientación hacia la meta? Se presenta el modelo teórico que explica los efectos motivacionales de las diferencias individuales en la PTF y luego se aplica el modelo a la motivación estudiantil. Después de revisar trabajos sobre la interacción entre la motivación intrínseca y las recompensas extrínsecas, el autor discute los efectos motivacionales de la instrumentalidad o utilidad de dicha interacción para los diferentes tipos de metas futuras.

In this article we will discuss how teachers, principals, student counselors, and other professionals in education, can enhance the quantity and the quality of students' motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination theory we will discuss these qualitative differences in students' motivation and we will explain why teachers should create a learning environment that fosters these more optimal types of motivation.

In this article we will discuss how teachers, principals, student counselors, and other professionals in education, can enhance the quantity and the quality of students' motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination theory we will discuss these qualitative differences in students' motivation and we will explain why teachers should create a learning environment that fosters these more optimal types of motivation.

In order to understand and predict students' achievement and persistence at learning activities, many contemporary motivational models consider how much students are motivated for their school work. However, students' achievement and persistence might not only be affected by their amount of study motivation, but also by the motivation to engage in competing alternative activities, as suggested three decades ago by Atkinson and Birch in their "Dynamics of Action " (1970). Building on this line of theorizing, the present contribution indicates that it is not only instructive to consider the level of students' motivation for these competing activities, but also the type of activities they engage in, that is leisure vs. working activities. Two studies demonstrated that whereas time spent on working activities is inversely related to study motivation, attitude, persistence and academic achiev...

In this article we will discuss how teachers, principals, student counselors, and other professionals in education, can enhance the quantity and the quality of students' motivation by affecting what students are motivated for (i.e., their academic achievement goals) and the reasons why they strive to reach those goals. Based on Achievement goal theory and on Selfdetermination theory we will discuss these qualitative differences in students' motivation and we will explain why teachers should create a learning environment that fosters these more optimal types of motivation.

El propósito de este artículo es explicar cómo la motivación de los estudiantes para el aprendizaje y las tareas de logro derivan parcialmente de su utilidad o instrumentalidad para el cumplimiento de metas en el futuro cercano o distante. La pregunta central es ¿cómo la orientación hacia el futuro o la perspectiva de tiempo futuro (PTF) de los estudiantes afecta su motivación y su orientación hacia la meta? Se presenta el modelo teórico que explica los efectos motivacionales de las diferencias individuales en la PTF y luego se aplica el modelo a la motivación estudiantil. Después de revisar trabajos sobre la interacción entre la motivación intrínseca y las recompensas extrínsecas, el autor discute los efectos motivacionales de la instrumentalidad o utilidad de dicha interacción para los diferentes tipos de metas futuras.

To investigate the role of student motivation in the educational context, the Goal Orientation Theory was employed in a sample of 1.505 secondary students in Lima. In the present investigation three types of goals were studied: learning oriented, performance approach and performance avoidance oriented. The empirical evidence is drawn basically from studies with samples of North American middleclass students. Therefore, our objective was to find if this evidence was also valid for a sample of Peruvian students examining the relation among students’ goal orientation, learning strategies and academic performance.

To investigate the role of student motivation in the educational context, the Goal Orientation Theory was employed in a sample of 1.505 secondary students in Lima. In the present investigation three types of goals were studied: learning oriented, performance approach and performance avoidance oriented. The empirical evidence is drawn basically from studies with samples of North American middleclass students. Therefore, our objective was to find if this evidence was also valid for a sample of Peruvian students examining the relation among students’ goal orientation, learning strategies and academic performance.

En el presente estudio intentaremos combinar dos teorías líderes en el campo de la motivación y el logro, particularmente la teoría de la perspectiva de tiempo futuro y la teoría de meta. Ambas teorías brindan recomendaciones contradictorias para elevar la motivación estudiantil; esto se debe al énfasis diferencial que éstas ponen con respecto a la tarea inmediata (“aquí y ahora”) y sobre las futuras consecuencias de una tarea. Nuestro marco de referencia considera cuatro tipos de instrumentalidad que son el resultado de combinar dos dimensiones: el tipo de capacidades necesarias ahora y en el futuro, y la clase de consecuencias que motivan la conducta presente. Las implicancias de estos tipos de instrumentalidad en diferentes variables motivacionales y de aprendizaje son investigadas en un grupo de 184 estudiantes de enfermería de primer año.  

This research is aimed to determine the socio-psychological correlates of Social Insertion in adolescents who has finished secondary education. The research model considers predictor, mediator and criterion (Social Insertion) variables assessed in a correlational and longitudinal study. The results show changes in the Social Insertion level according to the socio-economic level. In terms of School Culture it has been found that adolescents perceive that their schools orient them to Social Insertion under the following hierarchy: first, to pursue university education; second, to follow technical studies; third, to find employment and fourth, to form a family. Another finding is the existence of a positive association between the Social Insertion levels and Parents’ expectations. Further results indicate that the Future Time Perspective is different as a function of the socio-economic le...

We used an achievement goal framework to study the role of motivation in the academic context of a Peruvian sample of 8 th to 10 th grade high school students (N = 1505). The purpose of this cross-sectional study was to examine the relationship between students' achievement goals, their use of learning strategies and their academic achievement. Multiple Hierarchical Regressions Analyses identified, as predicted, positive effects of mastery goals, including more use of learning strategies and higher academic achievement, and negative effects of performance avoidance goals, including lower academic achievement. Mixed results were found for pursuing performance approach goals, which predicted a greater use of learning strategies, but were unrelated to academic achievement. The present findings support the external validity of achievement goal theory in a sample of students from a culture th...

This research is aimed to determine the socio-psychological correlates of Social Insertion in adolescents who has finished secondary education. The research model considers predictor, mediator and criterion (Social Insertion) variables assessed in a correlational and longitudinal study. The results show changes in the Social Insertion level according to the socio-economic level. In terms of School Culture it has been found that adolescents perceive that their schools orient them to Social Insertion under the following hierarchy: first, to pursue university education; second, to follow technical studies; third, to find employment and fourth, to form a family. Another finding is the existence of a positive association between the Social Insertion levels and Parents’ expectations. Further results indicate that the Future Time Perspective is different as a function of the socio-economic le...

En el presente estudio intentaremos combinar dos teorías líderes en el campo de la motivación y el logro, particularmente la teoría de la perspectiva de tiempo futuro y la teoría de meta. Ambas teorías brindan recomendaciones contradictorias para elevar la motivación estudiantil; esto se debe al énfasis diferencial que éstas ponen con respecto a la tarea inmediata (“aquí y ahora”) y sobre las futuras consecuencias de una tarea. Nuestro marco de referencia considera cuatro tipos de instrumentalidad que son el resultado de combinar dos dimensiones: el tipo de capacidades necesarias ahora y en el futuro, y la clase de consecuencias que motivan la conducta presente. Las implicancias de estos tipos de instrumentalidad en diferentes variables motivacionales y de aprendizaje son investigadas en un grupo de 184 estudiantes de enfermería de primer año.  

This research is aimed to determine the socio-psychological correlates of Social Insertion in adolescents who has finished secondary education. The research model considers predictor, mediator and criterion (Social Insertion) variables assessed in a correlational and longitudinal study. The results show changes in the Social Insertion level according to the socio-economic level. In terms of School Culture it has been found that adolescents perceive that their schools orient them to Social Insertion under the following hierarchy: first, to pursue university education; second, to follow technical studies; third, to find employment and fourth, to form a family. Another finding is the existence of a positive association between the Social Insertion levels and Parents’ expectations. Further results indicate that the Future Time Perspective is different as a function of the socio-economic le...

The present research uses self-determination theory to examine whether autonomous and controlled regulation of performance-approach (PAp) goals would differentially predict educational outcomes and add to the variance explained by the goal strength. Two cross-sectional studies among 10th to 12th grade students supported this hypothesis but showed that when regulations of PAp goals were entered into the same regression equation with the PAp goal strength, the PAp goal strength no longer predicted outcomes. Study 2 examined perfectionism in relation to PAp goals and types of regulation, thereby showing that whereas adaptive and maladaptive perfectionism were both positively related to PAp goals, adaptive and maladaptive perfectionism were associated with autonomous and controlled regulations, respectively. Finally, path modeling indicated that autonomous and controlled regulations of PAp g...