ACADEMIC GOALS AS OPERATIONALIZATION OF STUDENT'S MOTIVATION

The cognitive ability and motivation are considered as major determinants of learning and academic achievement. Within the cognitive or socio-cognitivist paradigm, the theoretical models emphasize the internal psychological processes to explain the motivated academic behavior. The achievement goals emerge, in this theoretical framework, as one of the most valued factors in explaining the students 'academic achievement. In this paper we seek to reflect on the types of achievement goals and their role to predict the academic success, calling attention to the crucial role of family and school contexts. The examination of some national and international studies leads to a conclusion that it is important that the conceptualization and assessment of academic goals take more account of the contexts of teaching and learning, as well as the various actors involved in these educational contexts.