Thirty classes of 5th graders (10-year-olds) were surveyed to see if children's criteria for success (motivational orientations), beliefs about the causes of success, and perceptions of teachers' expectations involved the coordination of personal values and contextual norms. Classes as well as individuals have distinct motivational personalities: For both levels of analysis, Task Orientation was associated with beliefs that Interest and Effort cause success, whereas Ego Orientation was associated with beliefs that Competitiveness causes success. However, 5th graders distinguished their own motivational orientations from the values promoted in their educational environment. Profiles of orientations, beliefs, and perceptions of teachers' expectations were unique for classes, boys, and girls. Boys had more limited perceptions of classroom expectations than girls. Girls had more limited perceptions of their motivational identities than boys.

This article describes the development of the Triadic Intervention and Evaluation Rating Scale (TIERS), a 33-item instrument designed to evaluate patterns of parent, service provider, and child interactions during early intervention sessions conducted in natural environments. Twenty-eight parent—provider—child triads were videotaped in home and playgroup settings, quarterly over a 15-month period. Segments representing complete routines were selected and rated by service providers and research personnel. Scoring and scaling models were developed to evaluate the quality of triadic interactions during early intervention sessions. The TIERS (a) measured differences in providers’ use of collaborative consultation strategies and parents’ level of participation with service providers and their children; (b) distinguished features inherent in different sessions; (c) was easy to administer; and (d) showed appropriate psychometric properties. With additional validation efforts, this instrument may be used to evaluate the implementation of collaborative interactions between parents and early intervention service providers in natural environments.

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