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

Abstract

The Elementary School Journal Volume 85, Number 1 o 1984 by The University of Chicago. All rights reserved. 0013-5984/85/850 1 -0001 $0 1.00 The purpose of this article is to describe the self-worth theory of achievement motivation, to summarize the research generated under this model, and to consider the implications of research for classroom teaching and learning. The self-worth theory assumes that a central part of all classroom achievement is the need for students to protect their sense of worth or personal value. Perceptions of ability are critical to this self-protective process, since for many students the mere possession of high ability signifies worthiness. Moreover, ability is widely perceived as a major cause of success, and success in turn reflects well on the individual. For these reasons, I will focus on the topic of ability perceptions and on developmental changes in these perceptions. A second main theme of this article concerns the various strategies that students employ to maintain a sense of worthiness in the face of failure, an outcome that would otherwise lead to suspicions of inability. A third theme concerns a potential conflict of values between teachers and students. Specifically, the failure-avoiding strategies that students often use to maintain a sense of competency involve various subterfuge such as procrastination, not trying, and excuses. These tactics come in direct conflict with