Contemporary Educational Psychology
92–104 (2000)doi:10.1006/ceps.1999.1017, available online at http://www.idealibrary.com on
An Achievement Goal Theory Perspective on Issues inMotivation Terminology, Theory, and Research
Paul R. Pintrich
The University of Michigan, Ann Arbor
There are a number of important issues raised by Murphy and Alexander in thelead article of this issue. In this response, four general issues are discussed in lightof current research and achievement goal theory. The four issues include: (1) thegeneral deﬁnition and theoretical clarity of motivational constructs, (2) the accessi-bility and consciousness of motivational beliefs, (3) the interdependent or indepen-dent nature of the relations between motivational constructs, and (4) the stabilityof motivation over time, domains, and contexts. These issues are considered in thecontextofcurrentachievement goaltheory research withthehope thatthediscussionwill help to clarify the four issues for both motivational theory and research ingeneral as well as for speciﬁc theoretical and empirical efforts within goal theoryresearch.
2000 Academic Press
The lead article in this issue by Murphy and Alexander explores the deﬁ-nition and meaning of different motivational constructs and raises a numberof important issues regarding the future of motivational research. In particu-lar, I believe they raise four general issues concerning motivational con-structs. The ﬁrst issue, and the one that in some way encompasses the re-maining three issues, concerns the general deﬁnition and theoretical clarityof current motivational constructs. The second issue bears on the accessibil-ity or relative consciousness of motivational beliefs. The third issue theyraise involves the interdependent or independent nature of the relations be-tween different motivational constructs. The ﬁnal issue concerns the stabilityof motivation over time, domains, and contexts, usually presented as theage-old trait-vs-state issue. I examine each of these issues in the context of achievement goal theory and attempt to represent current thinking in goaltheory in light of the issues raised by Murphy and Alexander.
Thanks to Andrew Elliot and Tim Urdan for their insightful and very helpful comments onan earlier version of this manuscript.Address correspondence and reprint requests to Paul R. Pintrich, Combined Program inEducation and Psychology, The University of Michigan, 1406 SEB, Ann Arbor, MI 48109.920361-476X/00 $35.00
2000 by Academic PressAll rights of reproduction in any form reserved.