Influences on achievement: Goals, perceived ability, and cognitive engagement

Contemporary Educational Psychology

Volumn 21, Issue 2, 1996, Pages 181-192

  Greene, Barbara A ^a   Miller, Raymond B ^b  

^a UNIVERSITY OF OKLAHOMA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030122022     PISSN: 0361476X     EISSN: None     Source Type: Journal    
DOI: 10.1006/ceps.1996.0015     Document Type: Article

References (29)

1. AMES, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. AMES, C., & ARCHER, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
3. ASHER, H. B. (1976). Causal modeling. Beverly Hills, CA: Sage Publications.
4. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
5. BORKOWSKI, J. G., CARR, M., RELLINGER, E. A., & PRESSLEY, M. (1990). Self-regulated strategy use: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones (Ed.), Dimensions of thinking: Review of research (pp. 53-92). Hillsdale, NJ: Erlbaum.
6. COVINGTON, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge Univ. Press.
7. COVINGTON, M. V., & OMELICH, C. L. (1979). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169-182.
8. DWECK, C. S. (1990). Self-theories and goals: Their role in motivation, personality, and development. In R. A. Dienstbier, (Ed.), Perspectives on motivation: Nebraska symposium on motivation, 1990 (pp. 129-235). Lincolun, NE: University of Nebraska Press.
9. GOTTFRIED, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 11, 631-645.
10. GREENE, B. A., & MILLER, R. B. (1993, April). Influences on course performance: Goals, perceived ability, and self-regulation. Paper presented as a poster at the American Educational Research Association Annual Meeting, Atlanta, GA.
11. KERLINGER, F. N., & PEDHAZUR, E. J. (1973). Multiple regression in behavioral research. New York: Holt, Rinehart and Winston.
12. MAEHR, M. L., & MIDGLEY, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427.
13. MARSH, H. W. (1992). Content specificity of relations between academic achievement and academic self-concept. Journal of Educational Psychology, 84, 35-42.
14. MEECE, J. L., BLUMENFELD, P. C., & HOYLE, R. H. (1988). Students' goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
15. MILLER, R. B., BEHRENS, J. T., GREENE, B. A., & NEWMAN, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, 18, 2-14.
16. NICHOLLS, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard Univ. Press.
17. NICHOLLS, J. G., PATASHNICK, M., & NOLEN, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692.
18. NOLEN, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
19. NOLEN, S. B., & HALADYNA, T. M. (1990a). Personal and environmental influences on students' beliefs about effective study strategies. Contemporary Educational Psychology, 15, 116-130.
20. NOLEN, S. B., & HALADYNA, T. M. (1990b). Motivation and studying in high school science. Journal of Research in Science Teaching, 27(2), 115-126.
21. PAJARES, F., & MILLER, D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
22. PEDHAZUR, E. J. (1982). Multiple regression in behavioral research: Explanation and prediction (2nd ed.). New York: Holt, Rinehart and Winston.
23. PINTRICH, P. R., & DEGROOT, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
24. PINTRICH, P. R., & GARCIA, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr, & P. R. Pintrich, (Eds.), Advances in motivation and achievement, vol. 7 (pp. 371-401). Greenwich, CT: JAI Press.
25. RANDHAWA, B. S., BEAMER, J. E., & LUNDBERG, I. (1993). Role off mathematics self-efficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85, 41-48.
26. SAWYER, R. J., GRAHAM, S., & HARRIS, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
27. SCHUNK, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
28. ZIMMERMAN, B. J., & BANDURA, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
29. ZIMMERMAN, B. J., & MARTINEZ-PONS, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.