메뉴 건너뛰기




Volumn 13, Issue 1, 2010, Pages 232-243

On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory

Author keywords

Achievement goals; Achievement prediction; Gender differences; Goal orientations; Multiple goals; Self regulation

Indexed keywords


EID: 77952662199     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/S1138741600003814     Document Type: Article
Times cited : (24)

References (34)
  • 1
    • 77951944500 scopus 로고    scopus 로고
    • Concepciones de los estudiantes universitarios sobre la motivación
    • University student's conceptions on motivation C. Monereo & J.I. Pozo University and the new educational culture, Madrid: Síntesis
    • Agudo, R. & Huertas, J. A. (2002). Concepciones de los estudiantes universitarios sobre la motivación. [University student's conceptions on motivation]. In C. Monereo & J.I. Pozo La universidad ante la nueva cultura educativa. [University and the new educational culture], (pp. 45-62). Madrid: Síntesis
    • (2002) La Universidad Ante la Nueva Cultura Educativa , pp. 45-62
    • Agudo, R.1    Huertas, J.A.2
  • 2
    • 33744803165 scopus 로고    scopus 로고
    • Motives, expectancies and valueinterests related to learning: The MEVA questionnaire
    • Alonso-Tapia, J. (2005). Motives, expectancies and valueinterests related to learning: The MEVA questionnaire. Psicothema, 17(3), 404-411.
    • (2005) Psicothema , vol.17 , Issue.3 , pp. 404-411
    • Alonso-Tapia, J.1
  • 3
    • 55449109436 scopus 로고    scopus 로고
    • Development and initial validation of the classroom motivational climate questionnaire (CMCQ)
    • Alonso-Tapia, J. & Fernández, B. (2008). Development and initial validation of the classroom motivational climate questionnaire (CMCQ). Psicothema, 20(4), 883-889.
    • (2008) Psicothema , vol.20 , Issue.4 , pp. 883-889
    • Alonso-Tapia, J.1    Fernández, B.2
  • 4
    • 85078384125 scopus 로고    scopus 로고
    • Clima motivacional de clase: Validez transcultural e implicaciones educativas. [Classroom motivational climate: cross-cultural validity and educational implications]
    • Alonso-Tapia, J. & Fernández, B. (2009). Clima motivacional de clase: Validez transcultural e implicaciones educativas. [Classroom motivational climate: cross-cultural validity and educational implications] Infancia y Aprendizaje, 32, 597-612.
    • (2009) Infancia y Aprendizaje , vol.32 , pp. 597-612
    • Alonso-Tapia, J.1    Fernández, B.2
  • 5
    • 33748274888 scopus 로고    scopus 로고
    • Assessment of learning environment motivational quality from the point of view of secondary and high school learners
    • Alonso-Tapia, J. & Pardo, A. (2006). Assessment of learning environment motivational quality from the point of view of secondary and high school learners. Learning and Instruction, 16, 1-15.
    • (2006) Learning and Instruction , vol.16 , pp. 1-15
    • Alonso-Tapia, J.1    Pardo, A.2
  • 6
    • 55449121562 scopus 로고    scopus 로고
    • Motives related to learning and perceptions of environment motivational quality: How do they interact in university students?
    • Alonso-Tapia, J. & Ruiz, M. A. (2007). Motives related to learning and perceptions of environment motivational quality: how do they interact in university students? Psicothema, 19(4), 602-608.
    • (2007) Psicothema , vol.19 , Issue.4 , pp. 602-608
    • Alonso-Tapia, J.1    Ruiz, M.A.2
  • 8
    • 0002721727 scopus 로고
    • Achievement goals and the classroom motivational climate
    • D. H. Schunk & J. L. Meece (Eds.), New York: Lawrence Erlbaum
    • Ames. C. (1992). Achievement goals and the classroom motivational climate. In D. H. Schunk & J. L. Meece (Eds.), Students perceptions in the classroom (pp. 327-348). New York: Lawrence Erlbaum.
    • (1992) Students Perceptions in the Classroom , pp. 327-348
    • Ames, C.1
  • 9
    • 44349172578 scopus 로고
    • Achievement goals in the classroom: Students' learning strategies and motivation processes
    • Ames, C. & Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 260-267
    • Ames, C.1    Archer, J.2
  • 11
    • 33645521821 scopus 로고    scopus 로고
    • Goal-directed behaviour and contextual factors in the classroom. An innovative approach to the study of multiple goals
    • Boekaerts, M., Koning, E. & Vedder, P. (2006). Goal-directed behaviour and contextual factors in the classroom. An innovative approach to the study of multiple goals. Educational Psychologist, 41(1), 33-51.
    • (2006) Educational Psychologist , vol.41 , Issue.1 , pp. 33-51
    • Boekaerts, M.1    Koning, E.2    Vedder, P.3
  • 13
    • 42649123893 scopus 로고
    • Statistical methods for comparing regression coefficients between models
    • Clogg, C., Petkova, E. & Haritou, A. (1995). Statistical methods for comparing regression coefficients between models. The American Journal of Sociology, 100(5), 1261-1293.
    • (1995) The American Journal of Sociology , vol.100 , Issue.5 , pp. 1261-1293
    • Clogg, C.1    Petkova, E.2    Haritou, A.3
  • 15
    • 0347453929 scopus 로고
    • Motivational processes affecting learning
    • Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
    • (1986) American Psychologist , vol.41 , pp. 1040-1048
    • Dweck, C.1
  • 16
    • 32844473352 scopus 로고    scopus 로고
    • A conceptual history of achievement goal construct
    • A.J. Elliot & C. Dweck (Eds.), New York: Guilford
    • Elliot, A. J. (2005). A conceptual history of achievement goal construct In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation, (pp. 52-72). New York: Guilford.
    • (2005) Handbook of Competence and Motivation , pp. 52-72
    • Elliot, A.J.1
  • 18
    • 0035644784 scopus 로고    scopus 로고
    • Achievement goals and the hierarchical model of achievement motivation
    • Elliot, A. J. & Trash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 12, 139-156.
    • (2001) Educational Psychology Review , vol.12 , pp. 139-156
    • Elliot, A.J.1    Trash, T.M.2
  • 19
    • 1842431824 scopus 로고    scopus 로고
    • Examining the psychometric properties of the Achievement Goal questionnaire in a General Academic Context
    • Finney, S. J., Pieper, S. L. & Barron, K. E. (2004). Examining the psychometric properties of the Achievement Goal questionnaire in a General Academic Context Journal of Psychological and Psychological measurement, 64(2), 365-382.
    • (2004) Journal of Psychological and Psychological Measurement , vol.64 , Issue.2 , pp. 365-382
    • Finney, S.J.1    Pieper, S.L.2    Barron, K.E.3
  • 23
    • 0010997059 scopus 로고
    • A test of Dweck's model of achievement goals as related to perceptions of ability
    • Hayamizu, T. & Weiner, B. (1991). A test of Dweck's model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 226-234.
    • (1991) Journal of Experimental Education , pp. 226-234
    • Hayamizu, T.1    Weiner, B.2
  • 24
    • 0002539789 scopus 로고    scopus 로고
    • Decomposing self-regulation and self-control: The volitional components inventory
    • J. Heckhausen & C. Dweck (Eds.), Mahwah, NJ: Lawrence Erlbaum
    • Kuhl, J. & Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In J. Heckhausen & C. Dweck (Eds.), Life-span perspectives on motivation and control, (pp. 15-49). Mahwah, NJ: Lawrence Erlbaum.
    • (1998) Life-span Perspectives on Motivation and Control , pp. 15-49
    • Kuhl, J.1    Fuhrmann, A.2
  • 25
    • 32544448221 scopus 로고    scopus 로고
    • Classroom goal structure, student motivation, and academic achievement
    • Meece, J. L., Anderman, E. M. & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
    • (2006) Annual Review of Psychology , vol.57 , pp. 487-503
    • Meece, J.L.1    Anderman, E.M.2    Anderman, L.H.3
  • 26
    • 0035584991 scopus 로고    scopus 로고
    • Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost?
    • Midgley, C., Kaplan, A., & Middleton, M. (2001). Performanceapproach 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
  • 29
    • 33645065707 scopus 로고    scopus 로고
    • The "inside" story: A cultural-historical analysis of being smart and motivated, American Style
    • A.J. Elliot & C. Dweck (Eds.), New York: Guilford
    • Plaut, V.C. & Markus, H.R. (2005). The "inside" story: A cultural-historical analysis of being smart and motivated, American Style. In A.J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation, (pp. 457-488). New York: Guilford.
    • (2005) Handbook of Competence and Motivation , pp. 457-488
    • Plaut, V.C.1    Markus, H.R.2
  • 31
    • 33749593475 scopus 로고    scopus 로고
    • A novel approach to assessing achievement goals in the context of the 2×2 framework: Identifying distinct profiles of individuals with different dominant achievement goals
    • Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2×2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32(11), 1432-1445.
    • (2006) Personality and Social Psychology Bulletin , vol.32 , Issue.11 , pp. 1432-1445
    • Van Yperen, N.W.1
  • 32
    • 0031495068 scopus 로고    scopus 로고
    • Student motivation in middle school: The role of perceived pedagogical caring
    • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
    • (1997) Journal of Educational Psychology , vol.89 , Issue.3 , pp. 411-419
    • Wentzel, K.R.1
  • 33
    • 33746358913 scopus 로고    scopus 로고
    • Competence, motivation and identity development during adolescence
    • A. J. Elliot & C. Dweck (Eds.), New York: Guilford
    • Wigfield, A. & Wagner, A. L. (2005). Competence, motivation and identity development during adolescence. In A. J. Elliot & C. Dweck (Eds.), Handbook of competence and motivation, (pp. 222-239). New York: Guilford.
    • (2005) Handbook of Competence and Motivation , pp. 222-239
    • Wigfield, A.1    Wagner, A.L.2
  • 34
    • 84920704144 scopus 로고    scopus 로고
    • Motivation: An Essentials dimension of self-regulated learning
    • D. H. Schunk & B. J. Zimmerman (Eds.), New York: Laurence Erlbaum Associates
    • Zimmerman, B. J. & Schunk, D. H. (2008). Motivation: an Essentials dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and selfregulated learning, (pp. 1-30). New York: Laurence Erlbaum Associates.
    • (2008) Motivation and Selfregulated Learning , pp. 1-30
    • Zimmerman, B.J.1    Schunk, D.H.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.