Continuing motivation (CM) is the tendency to return to and continue working on tasks away from the instructional context. CM is identified, defined, and approaches to measurement are suggested. Various antecedent conditions are considered emphasizing a "freedom in learning" hypothesis. Implications for practice and suggestions for further…

Choice-preference and task persistence prediction studies support the theory. However, the results on performance data are less clear. Issues to be resolved are: better measurement instruments, identification of internal-external achievement motivated subjects, long-term achievement, and cross-cultural generalization. There are implications for…

This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. Results suggest that effective reform must consider the multiple contexts in which students interact. (SLD)

This review proposes that a better understanding of motivation and achievement in schools can be developed if social goals are examined along with task and ability goals. Hypotheses are proposed about the antecedents and consequences of social goals, and areas for future research are outlined. (SLD)