Abstract

Previous researchers report that the relationship between motivational beliefs and school achievement is mediated by some school and individual factors (e.g. students’ perceptions of the classroom’s goal structure, teacher support, attributional style, and expectancy level). The present study examined to which extent motivational beliefs contribute to the prediction of school achievement and perceived competence among secondary school students in interaction with learning environment. The sample included 350 seventh grade students. Children completed scales for the achievement goal orientations, the intrinsic motivation, the learning environment and the perceived competence. The regression analysis showed that mastery and performance-approach goals predicted school achievement and perceived competence. Classroom cohesiveness and task orientation explained a significant variance of school achievement, whereas cohesiveness and cooperation were significant predictors of perceived competence. In the light of these findings, we discuss the importance of motivation in educational contexts.