Kaplan Maehr 2007 Ed Psy Rev The Cont

Educ Psychol Rev (2007) 19:141–184
DOI 10.1007/s10648-006-9012-5
ORIGINAL ARTICLE

The Contributions and Prospects of Goal
Orientation Theory
Avi Kaplan & Martin L. Maehr

Published online: 22 September 2006
# Springer Science + Business Media, LLC 2006

Abstract In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation, and particularly in academic motivation.
However, as research in the theory has proliferated, the use of multiple methods to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development, and stability of these orientations. This review article starts with a critique of methods used in goal orientation research. The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature, including the perspectives of goal orientations as emerging from: situation-schemas, selfschemas, self-prime, needs, values, and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice, and persisting as well as emerging issues for future research.
Keywords Achievement . Motivation . Goals . Method

Introduction
In the past couple of decades, goal orientation theory (Ames, 1992a; Dweck, 1986; Maehr,
1984; Nicholls, 1984) emerged as an important theoretical perspective on students’ motivation in school (Anderman & Wolters, 2006; Elliot, 2005; Meece, Anderman, &
Anderman, 2006; Pintrich & Schunk, 2002). This theory provided a framework for extensive research on motivational orientations that contributes to students’ adaptive and maladaptive patterns of engagement. In addition, the theory highlights environmental characteristics that foster these motivational orientations (see Midgley, 2002; Meece et al., 2006; Pintrich &
Schunk, 2002). Educators have also used this framework for environmental change with the

A. Kaplan (*)

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