Frank Halisch

Modeling and Achievement-Related Behavior

Despite considerable similarities in conceptualization and methods, achievement motivation theory (Heckhausen, 1980; Heckhausen, Schmalt, & Schneider, 1985) and social learning theory (Bandura, 1977 b, 1978) lead to different predictions concerning the formation and modification of cognitive variables in achievement-related action, for example, personal standards, expectations, attributions, and self-evaluations. According to social learning theory these variables are readily modifiable by external influences, especially modeling; this is at first glance also supported by results obtained in some experiments (cf. Bandura, 1977 b). According to Heckhausen’s motivation theory (1975, 1980), on the other hand, these variables are conceived as relatively stable components of an enduring motive system that cannot easily be modified by external influences, even when the person is confronted with opposing experiences.