Abstract
Personal theories of academic achievement and their relationship to alienation from school. Based on Nicholls' achievement goal theory (1989), the purpose of this study was to examine interrelationships between adolescents' personal theories of academic achievement (Ego and Task Theory) and alienation from school. 967 adolescents between 11 and 16 years old completed scales assessing their personal theories of achievement in the classroom (comprised of goals orientations and beliefs about success), perceived academic competence, and three indicators of school alienation. Students who were placed emphasis in a Task Theory reported greater academic achievement, better school experiences, and more positive intentions to continue with further education. Scores on the Ego Theory were negatively related to the indicators of school alienation. The implications of these findings in terms of maximising students' investment in the educational domain are discussed.
