Chapter 9: A Competence-in-Context Approach to Understanding Motivation at School

Central to many definitions of competence is the notion that successful adaptation within social contexts requires meeting multiple demands that reflect personal interests as well as those of the social group. Therefore, becoming a competent and well-adjusted student is a multifaceted and complex process that involves the achievement of goals that are valued and interesting to the student as well as those that are valued by teachers and peers. Accomplishing these goals should result in effective social integration into classroom life, as well as in positive developmental outcomes for the student. Examples of goals that promote social integration are those that result in the smooth functioning of the social group (e.g., displays of appropriate classroom behavior) and are reflected in levels of social approval and positive interpersonal relationships and interactions; self-related goals are those reflecting the development of intrinsic and idiosyncratic interests, a healthy sense of identity, and emotional well-being (Bronfenbrenner, 1989; Ford, 1992).