메뉴 건너뛰기




Volumn 78, Issue 2, 2009, Pages 215-245

It's not always just about the grade: Exploring the achievement goal orientations of pre-med students

Author keywords

College students; Goal theory; Motivation; Pre med students; Qualitative; Science education

Indexed keywords


EID: 73849138139     PISSN: 00220973     EISSN: None     Source Type: Journal    
DOI: 10.1080/00220970903352746     Document Type: Article
Times cited : (25)

References (51)
  • 1
    • 21644468689 scopus 로고
    • Classrooms: Goals, structures, and student motivation
    • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 2
    • 0043109442 scopus 로고    scopus 로고
    • The development of goal orientation
    • A. Wigfield & J. S. Eccles (Eds.), New York: Academic Press
    • Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 197-221). New York: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 197-221
    • Anderman, E.M.1    Austin, C.C.2    Johnson, D.M.3
  • 3
    • 73849107013 scopus 로고    scopus 로고
    • Achievement goal pursuit: Are different goals activated and more beneficial in different types of academic situations?
    • April Paper presented at Chicago, IL
    • Barron, K. E., Finney, S. J., Davis, S. L., & Owens, K. M. (2003, April). Achievement goal pursuit: Are different goals activated and more beneficial in different types of academic situations? Paper presented at the Annual Conference of the American Educational Research Association, Chicago, IL.
    • (2003) The Annual Conference of the American Educational Research Association
    • Barron, K.E.1    Finney, S.J.2    Davis, S.L.3    Owens, K.M.4
  • 6
    • 0035586664 scopus 로고    scopus 로고
    • Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals
    • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93, 23-34.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 23-34
    • Bong, M.1
  • 7
    • 3142739695 scopus 로고    scopus 로고
    • Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs
    • Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. Journal of Educational Research, 97, 287-297.
    • (2004) Journal of Educational Research , vol.97 , pp. 287-297
    • Bong, M.1
  • 8
    • 27644479284 scopus 로고    scopus 로고
    • Goal theorists shouldmove on from performance goals
    • Brophy, J. E. (2005).Goal theorists shouldmove on from performance goals. Educational Psychologist, 40, 167-176.
    • (2005) Educational Psychologist , vol.40 , pp. 167-176
    • Brophy, J.E.1
  • 10
    • 29444438310 scopus 로고    scopus 로고
    • A motivated action theory account of goal orientation
    • DeShon, R. P.,&Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90, 1096-1127.
    • (2005) Journal of Applied Psychology , vol.90 , pp. 1096-1127
    • Deshon, R.P.1    Gillespie, J.Z.2
  • 11
    • 0037276610 scopus 로고    scopus 로고
    • What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation
    • Dowson, M., & McInerney, D. M. (2003). What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. ContemporaryEducational Psychology, 28, 91-113.
    • (2003) Contemporary Educational Psychology , vol.28 , pp. 91-113
    • Dowson, M.1    McInerney, D.M.2
  • 12
    • 32844473352 scopus 로고    scopus 로고
    • A conceptual history of the achievement goal construct
    • A. Elliot & C. Dweck (Eds.), New York: Guilford Press
    • Elliot, A. (2005). A conceptual history of the achievement goal construct. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 52-73). New York: Guilford Press.
    • (2005) Handbook of Competence and Motivation , pp. 52-73
    • Elliot, A.1
  • 15
    • 85143348314 scopus 로고    scopus 로고
    • Can achievement goal theory enhance our understanding of the motivation and performance of African American young adolescents?
    • C. Midgley (Ed.), Mahwah, NJ: Erlbaum
    • Freeman, K. E., Gutman, L. M., & Midgley, C. (2002). Can achievement goal theory enhance our understanding of the motivation and performance of African American young adolescents? In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 175-204). Mahwah, NJ: Erlbaum.
    • (2002) Goals, Goal Structures, and Patterns of Adaptive Learning , pp. 175-204
    • Freeman, K.E.1    Gutman, L.M.2    Midgley, C.3
  • 17
    • 0031317056 scopus 로고    scopus 로고
    • Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
    • Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
    • (1997) Journal of Personality and Social Psychology , vol.73 , pp. 1284-1295
    • Harackiewicz, J.M.1    Barron, K.E.2    Carter, S.M.3    Lehto, A.T.4    Elliot, A.5
  • 18
    • 0032353631 scopus 로고    scopus 로고
    • Rethinking achievement goals: When are they adaptive for college students and why?
    • Harackiewicz, J. M., Barron, K. E., & Elliot, A. (1998). Rethinking achievement goals:When are they adaptive for college students and why? Educational Psychologist, 33, 1-21. (Pubitemid 128343742)
    • (1998) Educational Psychologist , vol.33 , Issue.1 , pp. 1-21
    • Harackiewicz, J.M.1    Barron, K.E.2    Elliot, A.J.3
  • 20
    • 40749086014 scopus 로고    scopus 로고
    • The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance
    • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink, E. A., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105-122.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 105-122
    • Harackiewicz, J.M.1    Durik, A.M.2    Barron, K.E.3    Linnenbrink, E.A.4    Tauer, J.M.5
  • 21
    • 21244470772 scopus 로고    scopus 로고
    • Multiple achievement goals and multiple paths for learning: The agenda and impact of Paul R. Pintrich
    • Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goals and multiple paths for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40, 75-84.
    • (2005) Educational Psychologist , vol.40 , pp. 75-84
    • Harackiewicz, J.M.1    Linnenbrink, E.A.2
  • 23
    • 4544279589 scopus 로고    scopus 로고
    • Perceived achievement goal structure and college student help seeking
    • Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of Educational Psychology, 96, 569-581.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 569-581
    • Karabenick, S.A.1
  • 25
    • 0030163365 scopus 로고    scopus 로고
    • Students' and teachers' goals in the classroom
    • Lemos, M. S. (1996). Students' and teachers' goals in the classroom. Learning and Instruction, 6, 151-171.
    • (1996) Learning and Instruction , vol.6 , pp. 151-171
    • Lemos, M.S.1
  • 26
    • 0001852607 scopus 로고    scopus 로고
    • Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition
    • C. Sansone & J. M. Harackiewicz (Eds.), New York: Academic Press
    • Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). New York: Academic Press.
    • (2000) Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance , pp. 195-227
    • Linnenbrink, E.A.1    Pintrich, P.R.2
  • 27
    • 85148399529 scopus 로고
    • The role of motivation in self-regulated learning
    • D. H. Schunk & B. Zimmerman (Eds.), Hillsdale, NJ: Erlbaum
    • Meece, J. (1994). The role of motivation in self-regulated learning. In D. H. Schunk & B. Zimmerman (Eds.), Self-regulation of learning and performance (pp. 25-43). Hillsdale, NJ: Erlbaum.
    • (1994) Self-regulation of Learning and Performance , pp. 25-43
    • Meece, J.1
  • 28
    • 32544448221 scopus 로고    scopus 로고
    • Classroom goal structure, student motivation, and academic achievement
    • Meece, J., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Reviews in Psychology, 57, 487-503.
    • (2006) Annual Reviews in Psychology , vol.57 , pp. 487-503
    • Meece, J.1    Anderman, E.M.2    Anderman, L.H.3
  • 29
    • 0035584991 scopus 로고    scopus 로고
    • Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
    • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 77-86
    • Midgley, C.1    Kaplan, A.2    Middleton, M.3
  • 32
    • 38249026235 scopus 로고
    • Individual differences in academic motivation: Perceived ability, goals, beliefs, and values
    • Nichols, J. G., Cheung, P. C., Lauer, J., Patashnick, M. (1989). Individual differences in academic motivation: Perceived ability, goals, beliefs, and values. Learning and Individual Differences, 1, 63-84.
    • (1989) Learning and Individual Differences , vol.1 , pp. 63-84
    • Nichols, J.G.1    Cheung, P.C.2    Lauer, J.3    Patashnick, M.4
  • 33
    • 3142708899 scopus 로고    scopus 로고
    • Early adolescents'motivation during science investigation
    • Patrick, H.,&Yoon, C. (2004). Early adolescents'motivation during science investigation. The Journal of Educational Research, 97, 319-328.
    • (2004) The Journal of Educational Research , vol.97 , pp. 319-328
    • Patrick, H.1    Yoon, C.2
  • 35
    • 0001807899 scopus 로고    scopus 로고
    • An achievement goal theory perspective on issues in motivation terminology, theory, and research
    • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 92-104
    • Pintrich, P.R.1
  • 36
    • 0034257633 scopus 로고    scopus 로고
    • Multiple goals, multiple pathways: The role of goal orientation in learning and achievement
    • Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
    • (2000) Journal of Educational Psychology , vol.92 , pp. 544-555
    • Pintrich, P.R.1
  • 37
    • 0001174162 scopus 로고
    • Student goal orientation and self-regulation in the college classroom
    • M. L. Maehr & P. R. Pintrich (Eds.), Greenwich, CT: JAI Press Inc
    • 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. 371-402). Greenwich, CT: JAI Press Inc.
    • (1991) Advances in Motivation and Achievement , vol.7 , pp. 371-402
    • Pintrich, P.R.1    Garcia, T.2
  • 38
    • 0033270729 scopus 로고    scopus 로고
    • Achievement goals and intrinsic motivation: A meta-analytic review
    • Rawsthorne, L. J., & Elliot, A. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3, 326-344.
    • (1999) Personality and Social Psychology Review , vol.3 , pp. 326-344
    • Rawsthorne, L.J.1    Elliot, A.2
  • 43
    • 0037875013 scopus 로고    scopus 로고
    • Interpretingmessages about motivation in the classroom: Examining the effects of achievement goal structures
    • T. C. Urdan (Ed.), Greenwich, CT: JAI Press
    • Urdan, T. C.,Kneisel, L.,&Mason,V. (1999). Interpretingmessages about motivation in the classroom: Examining the effects of achievement goal structures. In T. C. Urdan (Ed.), The role of context (Vol. 11, pp. 123-158). Greenwich, CT: JAI Press.
    • (1999) The Role of Context , vol.11 , pp. 123-158
    • Urdan, T.C.1    Kneisel, L.2    Mason, V.3
  • 49
    • 0030529306 scopus 로고    scopus 로고
    • The relation between goal orientation and students' motivational beliefs and self-regulated learning
    • Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-238.
    • (1996) Learning and Individual Differences , vol.8 , pp. 211-238
    • Wolters, C.1    Yu, S.2    Pintrich, P.R.3
  • 50
    • 67349098276 scopus 로고    scopus 로고
    • Contextual determinants of motivation and help seeking in the college classroom
    • R. P. Perry&J. C. Smart (Eds.), Dordrecht, The Netherlands: Springer
    • Zusho, A., Karabenick, S. A., Bonney, C. R., & Sims, B. C. (2007). Contextual determinants of motivation and help seeking in the college classroom. In R. P. Perry&J. C. Smart (Eds.), The scholarship of teaching and learning in higher education (pp. 611-650). Dordrecht, The Netherlands: Springer.
    • (2007) The Scholarship of Teaching and Learning in Higher Education , pp. 611-650
    • Zusho, A.1    Karabenick, S.A.2    Bonney, C.R.3    Sims, B.C.4
  • 51
    • 0345530034 scopus 로고    scopus 로고
    • Skill and will: The role of motivation and cognition in the learning of college chemistry
    • Zusho, A., & Pintrich, P. R. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.
    • (2003) International Journal of Science Education , vol.25 , pp. 1081-1094
    • Zusho, A.1    Pintrich, P.R.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.