Goal-Directed Behavior and Contextual Factors in the Classroom: An Innovative Approach to the Study of Multiple Goals

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Abstract
Principles of social constructivism and about communities of learners clarify that being a responsible student involves performing well on a task as well as having motivation, having volition strategies, understanding rules and regulations, and having access to a productive social support network. A hotly debated issue is what motivation processes energize student behavior in new learning environments. This article argues new learning environments bring to the fore multiple content goals, including "I want to be entertained," "I want to belong," "I want to feel safe," and "I want to be valued for who I am." This article describes 3 goal frameworks previously peripheral to educational psychology that illuminate these goals: Ford's goal taxonomy, Carver and Scheier's hierarchical goal model, and Schwartz's value system. The article identifies considerable gaps in knowledge about the nature of content goals students bring to the classroom, interrelations among goals, and the effects of environmental conditions on goals. New research should uncover patterns, alignments, and conflicts students establish among their different content goals.

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