ABSTRACT
In this chapter, we describe the theoretical framework that has guided the research we have conducted in conjunction with the Patterns of Adaptive Learning Study—achievement goal theory. This theory provides a comprehensive conceptualization of the relations between learning environments and students’ motivation, emotional well-being, and performance. We review results of studies conducted by us and by others who have examined these relations. We also discuss recent theoretical developments that have challenged some of the assumptions that have guided this research and examine the implications of these developments for future research as well as for teacher practice and school reform.
