This study examined the role of the university lecturer in fostering the interplay between motivation, confidence, and cognition in students. The focus is on two theoretical frameworks: achievement goal theory for the motivational and confidence aspects and Vygotskian theory for aspects concerning educational development. Achievement goal theory is seen as focusing on either performance (or ego-involved) goals or mastery (or task-involved) goals. Vygotsky's ideas focus on cognitive development as a socially mediated process with the instructor providing guidance in the assisted discovery process. In this study, 55 students enrolled in their first year of an undergraduate course at an Australian university were interviewed individually about their reactions to one of the subjects they were studying: child and adolescent development. Changes were made in the course to emphasize a mastery climate and a more positive approach to learning. Analyses of the interview transcripts revealed congruence between the motivational theory of achievement goals and Vygotsky's theory of educational development. The paper concludes that a lecturer who adopts the mastery goal of wanting students to understand is more likely to employ Vygotskian teaching techniques. (Contains 30 references.) (DB)