Abstract
This article focuses on motivation during the middle and high school years. It begins with a presentation of current theories of achievement motivation, focusing on current social-cognitive and situative theories. How children's achievement motivation develops across the school years is discussed next, with a focus on the decline in motivation observed in many studies. Gender and ethnic differences in achievement motivation as well as their interactions then are discussed. The final sections of the article focus on the influence of different socializers and socialization experiences on children's motivation. These include the influences of parental beliefs and behaviors; how classroom practices, teacher–student relations, and school transitions influence students' motivation; and peer influences (both positive and negative) on adolescents' motivation.
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