role of affect in achievement motivation: Peer versus self perceptions

The role of affect in children's (Grades 3-8) achievement motivation was assessed using peer-, teacher-, and self-report measures of perceived academic ability, affect, and conduct. Relationships between the measures and three types of achievement test scores were studied by correlational analyses as were associations with grade point average in the 6th-8th grade sample. The hypothesis that peer- and teacher reports of children's ability, affect, and conformity are related to children's achievement was supported and indicated that others' perceptions may be more significant than self-reports in this respect. The independent contribution of children's affect to achievement motivation was demonstrated for older children for the grade point measure. Pervasive gender differences were observed, and implications for future research on self-presentation factors were discussed.