ABSTRACT
Expectancy–value theories form a broad class of theories of achievement motivation. Self-determination theorists study an array of motivated human behaviors. Attribution theorists note that attributions can be categorized along three dimensions: stability, locus, and control. Social cognitive theory is another term that actually encompasses a number of different theoretical frameworks. Goal orientation theorists are interested in students’ reasons for engaging in academic tasks. Teachers’ instructional practices influence the goals that students adopt. Teachers’ interactions with their students affect both short- and long-term outcomes. Consider the following example: Mrs. Stern is a fourth-grade teacher. Self-efficacy beliefs are strongly related to student learning and achievement, and teachers have the potential to shape these beliefs. A student is intrinsically motivated to engage in an academic task when the student truly wants to learn about something, and engages in a task for its own sake.
