Classroom Behaviour and Peer Influence

Abstract

Theories of achievement motivation have traditionally focused upon the self although, as Schunk (2000) points out, self-processes are influenced by the individual’s observations of models and by collective achievements. The past decade has not neglected such factors entirely, however, and an increasing number of motivation researchers are beginning to examine the role of social goals in achievement striving (Urdan and Maehr, 1995; Wentzel, 1996, 1999; Juvonen and Nishina, 1997; Ryan, 2000; Ryan et al., 2004).