A central hypothesis of classical motivation theory is that affect underlies motivation and its behavioural manifestations. However, this has been largely ignored in the past 30 years because social cognitivism has been the dominant theory. As a result, studies have concentrated on social cognitive processes when analysing those factors that determine and maintain performance-related behaviour. In recent years affect has been "rediscovered" and attempts have been made to combine early writings in psychology and achievement goal theory. This has led to the identification of approach and avoidance temperaments as antecedents of and the energising force behind motive dispositions, which, in turn, have an influence on goals. This article discusses the main theoretical perspectives in cognitive motivational research in an effort to incorporate affective and emotional aspects of motivation and go beyond the limitations of the new achievement goal theory as presented by Elliot. The aim is to use this as a basis for enhancing applicability for educational purposes. The article will also examine a number of implications that the integration of temperaments and motives/goals will have for educational practice.