The relationships among achievement, goal orientation, and study strategies

Social Behavior and Personality

Volumn 29, Issue 8, 2001, Pages 823-832

  Al Emadi, Abdulqader A ^a  

^a UNITED ARAB EMIRATES UNIVERSITY   (United Arab Emirates)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23044529032     PISSN: 03012212     EISSN: None     Source Type: Journal    
DOI: 10.2224/sbp.2001.29.8.823     Document Type: Article

References (14)

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7. Elliot, A. J. & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 70, 968-980.
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10. Entwistle, N. J., Thompson, J. B. & Wilson, J. D. (1974). Motivation and study methods. Higher Education, 3, 379-396.
11. Green, B. A. & Miller, R.B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181-192.
12. McClelland, D. C.; Atkinson, J. W.; Clark, R. A. & Lowell, E. L. (1953) The achievement motive New York: Appleton-Century-Crofts.
13. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
14. Pintrich, P. R. & Garcia, T. (1991). Student goal orientation and self-regulation in the college class-room. In M. Maeher & P. Pintrich (Eds.) Advances in motivation and achievement: Goals and self-regulatory processes (Vol. 7, pp. 371-402). Greenwich, CT: JAI Press.