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This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. While there is ample evidence that the environments in many middle grade schools are antithetical to the needs of early adolescents, few reform efforts have emerged which consider the motivational and developmental needs of youth. This article suggests that effective reform must consider the multiple contexts in which students interact. Recent examples of reform at the classroom and school level using a goal theory perspective are presented.
Anderman et al. (Wed,) studied this question.