The Self-Worth Theory of Achievement Motivation: Findings and Implications

Covington, Martin V.

doi:10.1086/461388

Cited by 364 publications

(375 citation statements)

References 42 publications

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“…Bandura (1997) maintains that a personal belief in self-efficacy influences how much effort an individual will expend and how long she or he will persevere in the face of obstacles and even failures. However, according to Covington (1984), the combination of effort and failure may be a serious threat to self-worth. Pupils with fragile academic self-esteem may therefore be reluctant to invest much effort in academic tasks.…”

Section: Cognitive Competencementioning

confidence: 99%

“…Another approach is ''contract learning'' (Covington, 1984). This involves pupils setting their own learning goals, establishing work agreements between pupils and teachers, developing plans to overcome learning obstacles, and then evaluating pupils according to these self-set learning goals.…”

Section: Measures For Improving Perceived Cognitive Competencementioning

confidence: 99%

“…This involves pupils setting their own learning goals, establishing work agreements between pupils and teachers, developing plans to overcome learning obstacles, and then evaluating pupils according to these self-set learning goals. According to Covington (1984), such learning strategies are likely to allow for a more constructive interpretation of experiencing failure, strengthening the belief in one's own effort, which will then lead to the achievement of learning goals and consequently to an enhanced perception of cognitive competence and on-task orientation. This approach will also facilitate the adaptation of working tasks to the pupil's ability level and thereby increase the possibility of experiencing success which, in turn, may improve the pupil's perceived cognitive competence.…”

Section: Measures For Improving Perceived Cognitive Competencementioning

confidence: 99%

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Factors Associated with Disruptive Behaviour in the Classroom

Bru

2006

Scandinavian Journal of Educational Research

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This paper examines the relationships of pupils' on-task orientation at school and their opposition to teachers with perceived cognitive competence, perceived relevance of schoolwork, and the belief that going against school norms increases peer status. The study was conducted as a survey among a national representative sample of 3834 pupils in Years/Grades 6 and 9 who were attending Norwegian schools. The results indicate that low perceived cognitive competence, perceived low relevance of schoolwork, and the belief that norm-breaking behaviour elicits peer approval all increase the likelihood and incidence of off-task behaviour and opposition towards teachers. Results also suggest a tendency for perceived cognitive competence and perceived relevance of schoolwork to be more important predictors of on-task orientation than opposition to teachers, whereas the belief that breaking school norms increases peer status seems to be a more important risk factor for opposition to teachers than for off-task orientation.

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Section: Cognitive Competencementioning

confidence: 99%

Section: Measures For Improving Perceived Cognitive Competencementioning

confidence: 99%

Section: Measures For Improving Perceived Cognitive Competencementioning

confidence: 99%

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Factors Associated with Disruptive Behaviour in the Classroom

Bru

2006

Scandinavian Journal of Educational Research

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“…The pioneering works of Nicholls (Nicholls, 1984(Nicholls, , 1989 and Dweck (Dweck, 1986;Dweck & Elliott, 1983) along with those of Covington (1984) and Weiner (1979) have paved the way for the transfer of the concepts of achievement motivation to education and the classroom. Although these approaches emphasize different constructswhich all appear in this special issue in one form of another -they do share some common characteristics.…”

Section: Motivationmentioning

confidence: 99%

Motivation and Self-Regulation: Processes Involved and Context Effects-a Discussion

Efklides

Niemivirta

Yamauchi

2003

PSYCHOLOGIA -An International Journal of Psychological Sciences

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and Hirotsugu YAMAUCHI 3)3) Doshisha University, JapanAs the title of this special issue denotes, there are two concepts that are being brought together: motivation and self-regulation. The special issue, however, is focusing on the relations of these concepts in the case of learning rather than in other situations. The learning situation is theoretically significant because learning pervades all human activity and demands effort and persistence over long period of time. It also requires selfdetermination, initiative, and ability to face failure and to overcome negative thoughts and affect. Other times it requires action on physical or social environment so that learning efforts become effective. These qualities of behavior are particularly important in the educational setting, where students most of the time have to deal with new, difficult, or personally irrelevant tasks, skills, and concepts.What then makes some students able to successfully meet the school demands and others not? This is a very old question that received many answers up to now. Cognitive ability, cognitive processes, and skills featured as the main determinants of school achievement for decades. However, cognitive ability does not suffice to explain students' goals, effort, persistence, or ability to control and regulate action in face of difficulties. These aspects of behavior are explained by motivational and volitional processes, that is, self-regulation.In order to understand how motivation and self-regulation in learning are being connected and what is the contribution of the articles presented in this special issue, we shall, firstly, give a very brief overview of the current state of research on motivation and self-regulation with respect to learning. Then we shall try to show how the present articles are related to the issues raised in the field of motivation and self-regulation in learning and what the prospects for future research are.

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“…Depending on the consequences of the failure and the dispositional tendencies of the individual involved, failure may be seen as an opportunity for growth and development (Axelton,1998;Diller, 1995). While individuals can benefit from failure, for some people, the fear of failure is so threatening and anxiety producing, that any evaluative situation is cause for distress (Covington, 1984). Conroy et al (2002) proposed a five beliefs model about the consequences of failure that are associated with threat appraisal and feared.…”

Section: Introductionmentioning

confidence: 99%