Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43%…

This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and…

Gauged the impact of mastery and relative-ability appraisal goals on observational behaviors of 230 children of 4-10 years. Results confirmed that younger children observe others in order to develop mastery, but older children observe to assess relative ability. (RJC)

Compared mastery motivation on 2 tasks for 1- and 2-year-old children--25 with motor impairment, 25 with developmental delays, and 25 with typical development, but all matched for mental age. Found that the groups did not differ on any measure of mastery motivation. (MDM)