Fifth graders' achievement orientations and beliefs: Individual and classroom differences.

Abstract

Thirty classes of 5th graders (10-year-olds) were surveyed to see if children's criteria for success (motivational orientations), beliefs about the causes of success, and perceptions of teachers' expectations involved the coordination of personal values and contextual norms. Classes as well as individuals have distinct motivational personalities: For both levels of analysis, Task Orientation was associated with beliefs that Interest and Effort cause success, whereas Ego Orientation was associated with beliefs that Competitiveness causes success. However, 5th graders distinguished their own motivational orientations from the values promoted in their educational environment. Profiles of orientations, beliefs, and perceptions of teachers' expectations were unique for classes, boys, and girls. Boys had more limited perceptions of classroom expectations than girls. Girls had more limited perceptions of their motivational identities than boys.