Contextual perceptions, motivational beliefs, and achievements of 389 female high school students in Seoul, Korea were examined longitudinally during an academic year. Contextual perceptions and motivational beliefs were assessed within the contexts of general school learning and specific school subjects. Overall, personal motivation beliefs were more stable than contextual perceptions. Mastery goals and task-value demonstrated weak correlations across strong cross-domain correlations. Self-efficacy perceptions in different school subjects were moderately correlated. Construct relations were generally consistent across domains, measurement levels, and time. Achievement goals mediated effects of contextual perceptions on academic self-efficacy and school affect. Self-efficacy mediated effects of goals on achievement. Contextual perceptions demonstrated continued effects on personal motivation beyond the effects of previous motivation and achievement. (Contains 9 tables, 6 figures, and 55 references.) (Author/SLD)