Examined for this study were aspects of academic motivation (reading-specific intrinsic value and self-efficacy, performance and mastery goal orientations) and social motivation (pursuit of goals to behave in prosocial and responsible ways) in relation to efforts to achieve academically in English class. Based on longitudinal data from sixth graders (N = 290) followed through eighth grade (N = 216), results of multiple regression analyses indicate that pursuit of social goals was a concurrent predictor of effort in sixth and eighth-grade English classes even when academic motivation variables were taken into account. Findings for academic motivation indicate that performance goal orientations, reading self-efficacy, and intrinsic value for reading in sixth grade were not concurrent or long-term predictors of effort in English class, whereas a mastery goal orientation was a significant long-term but not concurrent predictor of engagement in English class. The implications of social motivation for understanding students' classroom efforts to achieve academically are discussed.
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