Fundamentally motivational theorists and researchers work to understand the motivational predictors of choices, persistence and effort. However current theories and research focus on individuals'' beliefs, values and goals as primary influence on motivation. These goals and beliefs are not, however, formed in a vacuum. Individuals'' adoption of a particular achievement orientation is influenced by both dispositional and situational cues. This book, therefore, provides a new light on how students'' goals and beliefs are formed and maintained in learning environments with focus on broader orientations for both academic and social goals. Included in this work are also the potential mediating and moderating role of personal adopted goals and psychological variables in academic achievement settings.