Motivating adolescents: Goals for Australian students in secondary schools

Australian Journal of Educational and Developmental Psychology

Volumn 10, Issue , 2010, Pages 44-55

  Mansfield, Caroline F ^a  

^a MURDOCH UNIVERSITY   (Australia)

Author keywords

Adolescence; Goals; Motivation

Indexed keywords

EID: 77952803624     PISSN: None     EISSN: 14465442     Source Type: Journal    
DOI: None     Document Type: Article

References (35)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
3. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32(3), 131-147.
4. Anderman, L. H. (1999b). Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32(2), 89-103.
5. Austin, J. T., & Vancouver, J. B. (1996). Goal constructs in psychology: Structure, process, and content. Psychological Bulletin, 120(3), 338-375.
6. Boekaerts, M., de 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.
7. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167-176.
8. Dowson, M., & McInerney, D. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113.
9. Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviours. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75-146). San Francisco, CA: Freeman.
10. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.
11. 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, New Jersey: Lawrence Erlbaum Associates.
12. Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (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.
13. Lens, W., Simons, J., & Dewitte, S. (2001). Student motivation and self-regulation as a function of future time perspective and perceived instrumentality. In S. Volet & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 233-248). Oxford: Elsevier Science.
14. Levy, I., Kaplan, A., & Patrick, H. (2004). Early adolescents' achievement goals, social status, and attitudes towards cooperation with peers. Social Psychology of Education, 7, 127-159.
15. Malka, A., & Covington, M. (2005). Perceiving school performance as instrumental to future goal attainment: Effects on graded performance. Contemporary Educational Psychology, 30, 60-80.
16. McInerney, D. M. (2004). A discussion of future time perspective. Educational Psychology Review, 16(2), 141-151.
17. McInerney, D. M., Hinkley, J., Dowson, M., & Van Etten, S. (1998). Aboriginal, Anglo, and immigrant Australian students' motivational beliefs about personal academic success: Are there cultural differences? Journal of Educational Psychology, 90(4), 621-629.
18. Midgley, C. (Ed.). (2002). Goals, goal structures and patterns of adaptive learning. Mahwah, NJ: Lawrence Erlbaum Associates.
19. 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(1), 77-86.
20. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L. H., Freeman, K. E., et al. (2000). (PALS) Manual for the Patterns of Adaptive Learning Scales. Ann Arbor: University of Michigan.
21. Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61-75.
22. Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9-33.
23. Miller, R. B., Greene, B., Montalvo, G., Ravindran, B., & Nichols, J. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422.
24. Murphy, K., & Alexander, P. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
25. Pajares, F., & Urdan, T. (Eds.). (2002). Academic motivation of adolescents. Greenwich, Connecticut: IAP.
26. Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001). Teachers' communication of goal orientations in four fifth-grade classrooms. The Elementary School Journal, 102, 35-58.
27. Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
28. Spera, C., & Wentzel, K. R. (2003). Congruence between students' and teachers' goals: implications for social and academic motivation. International Journal of Educational Research, 39, 395-413.
29. Urdan, T., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243.
30. Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98(2), 354-365.
31. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 185-212). Greenwich, CT: JAI Press.
32. Wentzel, K. R. (1992). Motivation and achievement in adolescence: A multiple goals perspective. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 287-306). Hillsdale, New Jersey: Lawrence Erlbaum.
33. Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 226-246). New York: Cambridge University Press.
34. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
35. Wosnitza, M., & Volet, S. (2009). A framework for personal goals in collaborative learning contexts. In M. Wosnitza, A. Efklides, S. A. Karabenick & P. Nenninger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 49-68). Ashland, OH: Hogrefe & Huber.