This article concludes the special issue on identity and motivation by discussing the five preceding contributions. It identifies strengths and limitations in each article and places them within a larger context, indicating ways that the authors could broaden the scope of their inquiries by breaking free of existing limitations or adding…

This article elaborates a presentation made upon reception of the E. L. Thorndike Career Achievement Award in Educational Psychology from Division 15 of the American Psychological Association. It considers how value aspects of motivation apply to efforts to develop students' appreciation for school learning. Currently, we have only limited…

The large body of goal theory research that has induced performance goals or included them on forced-choice questionnaires has produced coherent results. However, the few studies available on the matter suggest that students rarely generate performance goals spontaneously, if performance goals are defined in normative terms (i.e., outperforming…