“…There is, in fact, considerable research evidence that situational demands can affect the salience of specific goals, which results in differential patterns of cognition, affect, and performance (e.g., Ames, 1984b;Ames, Ames, & Felker, 1977;Covington, 1984;Covington & Omelich, 1984). For example, when social comparison has been made salient, students have focused on their ability, and these self-perceptions have mediated performance and affecThis research was supported by a grant from the Research Board of the University of Illinois at Urbana-Champaign.…”