A German questionnaire on pupils' goal orientations;Ein Deutsches instrument zur erfassung von zielorientierungen bei schülerinnen und schülern

Diagnostica

Volumn 44, Issue 4, 1998, Pages 173-181

  Köller, Olaf ^a   Baumert, Jürgen ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

Beliefs about the cause of success; Goal orientations; Interest; Motivation

Indexed keywords

EID: 0346754374     PISSN: 00121924     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (43)

1. Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 177-207). New York: Academic Press.
2. Ames, C. & Ames, R. (1984). Systems of student and teacher motivation: Toward a qualitative definition. Journal of Educational Psychology, 76, 535-556.
3. Ames, C. & Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
4. Balke, S. & Stiensmeier-Pelster, J. (1995). Die Erfassung der motivationalen Orientierung - eine deutsche Form der Motivation Orientation Scales (MOS-D). Diagnostica, 41, 80-94.
5. Baumert, J. & Köller, O. (1996). Lemstrategien und schulische Leistungen. In J. Möller & O. Köller (Hrsg.), Emotionen, Kognitionen und Schulleistung (S. 137-154). Weinheim: Beltz/PVU.
6. Baumert, J., Roeder, P. M., Sang, F. & Schmitz, B. (1986). Leistungsentwicklung und Ausgleich von Leistungsunterschieden in Gymnasialklassen. Zeitschrift für Pädagogik, 32, 639-660.
7. Bortz, J. (1985). Lehrbuch der Statistik (2. Auflg.). Berlin: Springer.
8. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum Press.
9. Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
10. Duda, J. L. & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290-299.
11. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
12. Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
13. Elliot, A. J. & Harakiewicz, J. M. (1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 66, 968-980
14. Elliot, A. J. & Harakiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
15. Elliot, A. J. & Sheldon, K. M. (1997). Avoidance achievement motivation: A personal goal analysis. Journal of Personality and Social Psychology, 73, 171-185.
16. Elliott, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
17. Heckhausen, H. (1989). Motivation und Handeln. Berlin: Springer
18. Heckhausen, H. & Kuhl, J. (1985). From wishes to action: The dead ends and short cuts on the long way to action. Journal of Personality and Social Psychology, 48, 5-12.
19. Heyman, G. D. & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231-247.
20. Hofer, M. (1985). Subjektive Persönlichkeitstheorien. In T. Herrmann & E.-D. Lantermann (Hrsg.), Persönlichkeitspsychologie: Ein Handbuch in Schlilsselbegriffen (S. 130-138). München: Urban & Schwarzenberg.
21. Köller, O. (in Druck). Different aspects of learning motivation: The impact of interest and goal orientation on scholastic learning. In A. Krapp, A. Renninger, L. Hoffmann, & J. Baumert (Eds.), Proceedings of the Seeon Conference on 'Issues of Interest and Gender'. Kiel, Germany: IPN.
22. Köller, O. (1998). Zielorientierungen und schulisches Lernen. Münster: Waxmann.
23. Köller, O. & Schiefele, U. (1998). Zielorientierungen. In D.H. Rost (Hrsg.), Handwörterbuch "Pädagogische Psychologie" (S. 585-588). Weinheim: Beltz/PVU.
24. Krapp, A. (1992). Das Interessenkonstrukt - Bestimmungsmerkmale der Interessenhandlung und des individuellen Interesses aus der Sicht einer Person-Gegenstandskonzeption. In A. Krapp & M. Prenzel (Hrsg.), Interesse, Lernen, Leistung. Neuere Ansätze der pädagogisch-psychologischen Interessensforschung (S. 297-329). Münster: Aschendorf.
25. Krapp, A., Hidi, S., & Renniger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Erlbaum.
26. Meece, J. L., Blumenfeld, P. C. & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
27. Nicholls, J. G. (1984). Achievement Motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
28. Nicholls, J. G. (1992). Students as educational theorists. In D. H. Schunk & J. L. Meece (Eds.), Students' perceptions in the classroom (pp. 267-287). Hillsdale, NJ: Erlbaum.
29. Nicholls, J. G., Cobb, P., Yackel, E., Wood, T. & Wheatley, G. (1990). Students' theories about mathematics and their mathematical knowledge: Multiple Dimensions of assessments. In G. Kulm (Ed.), Assessing higher order thinking in mathematics (pp. 137-154). Washington, DC: American Association for the Advancement of Science.
30. Nicholls, J. G., Cobb, P., Wood, T., Yackel E. & Patashnick, M. (1990). Assessing students' theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 21, 109-122.
31. Nicholls, J. G., Patashnick, M. & Nolen, S. B. (1985). Adolescents' theories of education. Journal of Educational Psychology, 77, 683-692.
32. Nicholls, J. G., Patashnick, M., Cheung, P. C., Thorkildsen, T. A. & Lauer, J. M. (1988). Can achievement motivation theory succeed with only one conception of success? In F. Halisch & J. H. L. van den Bercken (Eds.), International perspectives on achievement and task motivation (pp. 287-308). Lisse, Holland: Swets u. Zeitlinger.
33. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5 269-287.
34. Pintrich, P. R. & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H Schunk & J. Meece (Eds.), Students perceptions in the classroom (pp. 149-183). Hillsdale, NJ: Erlbaum.
35. Rheinberg, F. (1996). Theory of interest and research on motivation to learn. Paper presented at the Symposium "Interest and Gender: Issues of Development and Change in Learning". Seeon, Germany, June 9-13, 1996.
36. Schiefele, U. (1996). Motivation und Lernen mit Texten. Göttingen: Hogrefe.
37. Schnabel, K. U. (1996). Motivationale Einflüsse auf schulische Leistungsentwickliung: Zur Rolle fachspezifischer Leistungsängstlichkeit. Inaugural-Dissertation an der Freien Universität Berlin.
38. Seifert, T. L. (1995). Characteristics of ego- and task-oriented students: A comparison of two methodologies. British Journal of Educational Psychology, 65, 125-138.
39. Seifert, T. L. (1996). The stability of goal orientations in grade five students: Comparison of two methodologies. British Journal of Educational Psychology, 66, 73-82.
40. Skinner, E. A., Chapman, M. & Baltes, P. B. (1988). Control, means-ends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54, 117-133.
41. Stiensmeier-Pelster, J., Balke, S. & Schlangen, B. (1996). Lern-vs. Leistungsziele als Bedingungen des Lernverhaltens und des Lernfortschritts. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 169-187.
42. Stiensmeier-Pelster, J. & Schlangen, B. (1996). Erlernte Hilflosigkeit und Leistung. In J. Möller & O. Köller (Hrsg.), Emotionen, Kognitionen und Schulleistung (S. 69-90). Weinheim: Beltz/PVU.
43. Stipek, D. & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.