SOCIAL AND ACADEMIC MOTIVATION IN MIDDLE SCHOOL - CONCURRENT AND LONG-TERM RELATIONS TO ACADEMIC EFFORT

Examined for this study were aspects of academic motivation (reading-s pecific intrinsic value and self-efficacy, performance and, mastery go al orientations) and social motivation (pursuit of goals to behave in prosocial and responsible ways) in relation to efforts to achieve acad emically in English class. Based on longitudinal data from sixth grade rs (N = 290) followed through eighth grade (N = 216), results of multi ple regression analyses indicate that pursuit of social goals was a co ncurrent predictor of effort in sixth-and eighth-grade English classes even when academic motivation variables were taken into account. Find ings for academic motivation indicate that performance goal orientatio ns, reading self-efficacy, and intrinsic value for reading in sixth gr ade were not concurrent or long-term predictors of effort in English c lass, whereas a mastery goal orientation was a significant long-term b ut not concurrent predictor of engagement in English class. The implic ations of social motivation for understanding students' classroom effo rts to achieve academically are discussed.