Abstract
Theories of achievement motivation have traditionally focused upon the self although, as Schunk (2000) points out, self-processes are influenced by the individual’s observations of models and by collective achievements. The past decade has not neglected such factors entirely, however, and an increasing number of motivation researchers are beginning to examine the role of social goals in achievement striving (Urdan and Maehr, 1995; Wentzel, 1996, 1999; Juvonen and Nishina, 1997; Ryan, 2000; Ryan et al., 2004).
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© 2005 Julian G. Elliott, Neil R. Hufton, Wayne Willis and Leonid Illushin
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Elliott, J.G., Hufton, N.R., Willis, W., Illushin, L. (2005). Classroom Behaviour and Peer Influence. In: Motivation, Engagement and Educational Performance. Palgrave Macmillan, London. https://doi.org/10.1057/9780230509795_5
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DOI: https://doi.org/10.1057/9780230509795_5
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-42458-0
Online ISBN: 978-0-230-50979-5
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