Flourishing: Achievement-related correlates of students' well-being

Journal of Positive Psychology

Volumn 4, Issue 1, 2009, Pages 1-13

  Howell, Andrew J ^a  

^a MACEWAN UNIVERSITY   (Canada)

Author keywords

Achievement; Flourishing; Self regulated learning; Well being

Indexed keywords

EID: 59649089156     PISSN: 17439760     EISSN: 17439779     Source Type: Journal    
DOI: 10.1080/17439760802043459     Document Type: Article

References (71)

1. Adlaf, EM, Gliksman, L., Demers, A. and Newton-Taylor, B. (2001) The prevalence of elevated psychological distress among Canadian undergraduates: Findings from the 1998 Canadian Campus Survey. Journal of American College Health, 50, pp. 67-72.
2. American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders, Author, Washington, DC
3. Bandura, A. (1997) Self-efficacy: The exercise of control, Freeman, New York
4. Barron, KE and Harackiewicz, JM (2003) Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college courses. International Journal of Educational Research, 39, pp. 357-374.
5. Baumeister, RF and Exline, JJ (2000) Self-control, morality, and human strength. Journal of Social and Clinical Psychology, 19, pp. 29-42.
6. Bouffard, T., Boisvert, J., Vezeau, C. and Larouche, C. (1995) The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, pp. 317-329.
7. Brophy, J. (2005) Goal theorists should move on from performance goals. Educational Psychologist, 40, pp. 167-176.
8. Covington, MV (2000) Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, pp. 171-200.
9. Cury, F., Elliot, AJ, Da Fonseca, D. and Moller, AC (2006) The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, pp. 666-679.
10. Diener, E., Suh, EM, Lucas, RE and Smith, HL (1999) Subjective well-being: Three decades of progress. Psychological Bulletin, 125, pp. 276-302.
11. Dweck, CS (1999) Self-theories: Their role in motivation, personality, and development, Psychology Press, Pennsylvania
12. Dweck, CS and Leggett, EL (1988) A social-cognitive approach to motivation and personality. Psychological Review, 95, pp. 256-273.
13. Dweck, CS, Chiu, C-Y and Hong, Y-Y (1995) Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, pp. 267-285.
14. Dykman, BM (1998) Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology, 75, pp. 139-158.
15. Elliot, AJ (2005) A conceptual history of the achievement goal construct. Handbook of competence motivation, pp. 52-72. Guildford Press, New York
16. Elliot, AJ and McGregor, HA (2001) A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, pp. 501-519.
17. Elliot, AJ and Moller, AC (2003) Performance-approach goals: Good or bad forms of regulation?. International Journal of Educational Research, 39, pp. 339-356.
18. Elliot, AJ and Sheldon, KM (1997) Avoidance achievement motivation: A personal goals analysis. Journal of Personality and Social Psychology, 73, pp. 171-185.
19. Elliot, AJ and Thrash, TM (2002) Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, pp. 804-818.
20. Elliot, AJ, McGregor, HA and Gable, S. (1999) Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, pp. 549-563.
21. Elliot, AJ, Sheldon, KM and Church, MA (1997) Avoidance personal goals and subjective well-being. Personality and Social Psychology Bulletin, 23, pp. 915-927.
22. Emmons, RA and Kaiser, H. (1996) Goal orientation and emotional well-being: Linking goals and affect through the self. Striving and feeling: Interactions among goals, affect, and self-regulation, pp. 79-98. Plenum Press, New York
23. Fredrickson, BL (1998) What good are positive emotions?. Review of General Psychology, 2, pp. 300-319.
24. Fredrickson, BL (2001) The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, pp. 218-226.
25. Fredrickson, BL and Losada, MF (2005) Positive affect and the complex dynamics of human flourishing. American Psychologist, 60, pp. 687-686.
26. Grant, H. and Dweck, CS (2003) Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, pp. 541-553.
27. Gray, EK and Watson, D. (2002) General and specific traits of personality and their relation to sleep and academic performance. Journal of Personality, 70, pp. 177-206.
28. Grob, A., Little, TD, Wanner, B., Wearing, AJ and Euronet (1996) Adolescents' well-being and perceived control across 14 sociocultural contexts. Journal of Personality and Social Psychology, 71, pp. 785-795.
29. Harackiewicz, JM, Barron, KE, Tauer, JM, Carter, SM and Elliot, AJ (2000) Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, pp. 316-330.
30. Harackiewicz, JM, Barron, KE, Tauer, JM and Elliot, AJ (2002) Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, pp. 562-575.
31. Howell, AJ, Watson, DC, Powell, RA and Buro, K. (2006) Academic procrastination: The pattern and correlates of behavioural postponement. Personality and Individual Differences, 40, pp. 1519-1530.
32. Isen, AM and Reeve, J. (2005) The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, pp. 297-325.
33. Kaplan, A. and Bos, N. Patterns of achievement goals and psychological well-being in young adolescents. Paper presented at the Annual Meeting of the American Educational Research Association San Francisco, CA
34. Kenney-Benson, GA, Pomerantz, EM, Ryan, AM and Patrick, H. (2006) Sex differences in math performance: The role of children's approach to schoolwork. Developmental Psychology, 42, pp. 11-26.
35. Keyes, CLM (1998) Social well-being. Social Psychology Quarterly, 61, pp. 121-140.
36. Keyes, CLM (2003) Complete mental health: An agenda for the 21st century. Flourishing: Positive psychology and the life well-lived, pp. 293-312. American Psychological Association, Washington
37. Keyes, CLM (2005) Mental illness and/or mental health? Investigating the axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73, pp. 539-548.
38. Keyes, CLM (2006) Mental health in adolescence: Is America's youth flourishing?. American Journal of Orthopsychiatry, 76, pp. 395-402.
39. Keyes, CLM (2007) Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62, pp. 95-108.
40. Larson, R. (1989) Is feeling 'in control' related to happiness in daily life?. Psychological Reports, 64, pp. 775-784.
41. Lucas, RE, Diener, E. and Suh, E. (1996) Discriminant validity of well-being measures. Journal of Personality and Social Psychology, 71, pp. 616-628.
42. Lyubomirsky, S., King, L. and Diener, E. (2005) The benefits of frequent positive affect: Does happiness lead to success?. Psychological Bulletin, 131, pp. 803-855.
43. Midgley, C., Kaplan, A. and Middleton, M. (2001) Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology, 93, pp. 77-86.
44. Molden, DC and Dweck, CS (2006) Finding 'meaning' in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61, pp. 192-203.
45. Moller, AC and Elliot, AJ (2006) The 2 × 2 achievement goal framework: An overview of empirical research. Focus on educational psychology, Nova Science, Hauppauge, NY
46. Muraven, M. and Baumeister, RF (2000) Self-regulation and depletion of limited resources: Does self-control resemble a muscle?. Psychological Bulletin, 126, pp. 247-259.
47. Musgrave-Marquart, D., Bromley, SP and Dalley, MB (1997) Personality, academic attribution, and substance use as predictors of academic achievement in college students. Journal of Social Behavior and Personality, 12, pp. 501-511.
48. Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K. and Fredrickson, BL (2006) Happy people become happier through kindness: A counting blessings intervention. Journal of Happiness Studies, 7, pp. 361-375.
49. Payne, SC, Youngcourt, SS and Beaubien, JM (2007) A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, pp. 128-150.
50. Peterson, C. (1999) Personal control and well-being. Well-being: The foundations of hedonic psychology, pp. 288-301. Russell Sage Foundation, New York
51. Pintrich, PR (2000) The role of goal orientation in self-regulated learning. Handbook of self-regulation, pp. 451-502. Academic Press, New York
52. Pychyl, TA and Little, BR (1998) Dimensional specificity in the prediction of subjective well-being: Personal projects in pursuit of the PhD. Social Indicators Research, 45, pp. 423-473.
53. Robins, RW and Pals, JL (2002) Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, pp. 313-336.
54. Robinson, MD (2007) Gassing, braking, and self-regulating: Error self-regulation, well-being, and goal-related processes. Journal of Experimental Social Psychology, 43, pp. 1-16.
55. Ryff, CD (1989) Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, pp. 1069-1081.
56. Ryff, CD and Keyes, CLM (1995) The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 69, pp. 719-727.
57. Seligman, MEP, Steen, TA, Park, N. and Peterson, C. (2005) Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, pp. 410-421.
58. Sheldon, KM and Lyubomirsky, S. (2006) Achieving sustainable gains in happiness: Change your actions, not your circumstances. Journal of Happiness Studies, 7, pp. 55-86.
59. Sheldon, KM and Lyubomirsky, S. (2006) How to increase and sustain positive emotion: The effects of expressing gratitude and visualizing best possible selves. Journal of Positive Psychology, 1, pp. 73-82.
60. Sideridis, GD (2005) Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, pp. 366-373.
61. Solomon, LJ and Rothblum, ED (1984) Academic procrastination: Frequency and cognitive-behavioural correlates. Journal of Counseling Psychology, 31, pp. 504-510.
62. Steel, P. (2007) The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, pp. 65-94.
63. Steel, P., Brothen, T. and Wambach, C. (2001) Procrastination and personality, performance, and mood. Personality and Individual Differences, 30, pp. 95-106.
64. Svanum, S. and Zody, ZB (2001) Psychopathology and college grades. Journal of Counseling Psychology, 48, pp. 72-76.
65. Tangney, JP, Baumeister, RF and Boone, AL (2004) High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, pp. 271-322.
66. Tuckman, BW (1991) The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 5, pp. 473-480.
67. van Eerde, W. (2003) A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, pp. 1401-1418.
68. Walls, TA and Little, TD (2005) Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, pp. 23-31.
69. Wheeler, RJ and Magaletta, PR (1997) General well being and academic performance. Psychological Reports, 80, pp. 581-582.
70. Zeidner, M., Boekaerts, M. and Pintrich, PR (2000) Self-regulation: Directions and challenges for future research. Handbook of self-regulation, pp. 749-768. Academic Press, New York
71. Zimmerman, BJ (2001) Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement: Theoretical perspectives, pp. 1-37. Lawrence Erlbaum, New Jersey