Achievement goals as predictors of achievement-relevant processes prior to task engagement

Journal of Educational Psychology

Volumn 94, Issue 2, 2002, Pages 381-395

  McGregor, Holly A ^a   Elliot, Andrew J ^a  

^a UNIVERSITY OF ROCHESTER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035997829     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.94.2.381     Document Type: Article

References (65)

1. Competitive, cooperative, and individualistic goal structures: A motivational analysis
2. Classrooms: Goals, structures, and student motivation
3. Achievement goals in the classroom: Students' learning strategies and motivational processes
4. Motivation and school reform
5. Motivational determinants of risk-taking behavior
6. Achievement goals and optimal motivation: Testing multiple goal models
7. The biopsychosocial model of arousal regulation
8. Relationship between attitudes and evaluative space: A critical review, with emphasis on the separability of positive and negative substrates
9. Perceptions of classroom environment, achievement goals, and achievement outcomes
10. Motivational processes affecting learning
11. Self theories and goals: Their role in motivation, personality, and development
12. Motivation to succeed
13. Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation
14. Approach and avoidance motivation and achievement goals
15. A hierarchical model of approach and avoidance achievement motivation
16. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis
17. Test anxiety and the hierarchical model of approach and avoidance achievement motivation
18. A 2 × 2 achievement goal framework
19. Achievement goals, study strategies, and exam performance: A mediational analysis
20. The need for competence
21. How emotions develop and how they organize development
22. Components of perfectionism and procrastination in college students
23. If it changes it must be a process: Study of emotion and coping during three stages of a college examination
24. The laws of emotion
25. Behavior of high, moderate, and low test anxious students during an actual test situation
26. Predictors of self-handicapping: An examination of personal and contextual factors
27. Test anxiety and behavioral avoidance
28. Not all high (or low) self-esteem people are the same: Theory and research on stability of self-esteem
29. Determinants and consequences of achievement goals in the college classroom
30. Rethinking achievement goals: When are they adaptive for college students and why?
31. Development and validation of a scale for measuring state self-esteem
32. Process analysis: Estimating mediation in treatment evaluations
33. Parents achievement attitudes and their behavior with their children in achievement situations
34. Foundations of an attributional theory of performance
35. Cognition and motivation in emotion
36. Level of aspiration
37. Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes
38. Thoughts about motivation
39. Enhancing student motivation: A school-wide approach
40. Culture and achievement motivation: A second look
41. Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory
42. Experimental studies of conflict
43. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance
44. Defensive pessimism: Harnessing anxiety as motivation
45. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement
46. The role of goal orientation in self-regulated learning
47. The multidimensional nature of control: Implications for the development of sex differences in self-evaluation
48. Gender differences in coping with stress: When stressor and appraisals do not differ
49. Achievement goals and intrinsic motivation: A meta-analytic review
50. Predictors of academic procrastination in college students
51. Stress, anxiety and cognitive interference: Reactions to tests
52. Self-enhancing and self-defeating ego orientations: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety
53. Subjective, physiological, and behavioral effects of threat and challenge appraisal
54. Assertiveness predicts threat and challenge reactions to potential stress among women
55. Achievement goal theory: Past results, future directions