Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives

Journal of Educational Psychology

Volumn 104, Issue 1, 2012, Pages 32-47

  Conley, AnneMarie M ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Achievement goal theory; Cluster analysis; Expectancy value theory; Motivation; Subjective task value

Indexed keywords

EID: 84855354614     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0026042     Document Type: Article

References (58)

1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267. doi:10.1037/0022-0663.80.3.260
2. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32(3), 131-147.
3. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372. doi:10.1037/h0043445
4. Atkinson, J. W. (1964). An introduction to motivation. Princeton, NJ: Van Nostrand.
5. Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Personality and Social Psychology, 80, 706-722. doi:10.1037/0022-3514.80.5.706
6. Bergman, L. R., & El-Khouri, B. M. (2002). SLEIPNER: A statistical package for pattern-oriented analyses. Stockholm, Sweden: Department of Psychology, Stockholm University.
7. Bergman, L. R., Magnusson, D., & El-Khouri, B. M. (2003). Studying individual development in an interindividual context: A person-oriented approach. Mahwah, NY: Erlbaum.
8. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176. doi:10.1207/s15326985ep4003_3
9. Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. doi:10.1037/0022-3514.36.5.451
10. Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39, 940-952. doi:10.1037/0022-3514.39.5.940
11. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. doi:10.1037/0012-1649.43.6.1428
12. Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen & E. M. Hetherington (Eds.), Handbook of child psychology (Vol. 4, pp. 643-691). New York, NY: Wiley.
13. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. doi: 10.1037/0033-295X.95.2.256
14. Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109-116. doi:10.1037/h0034248
15. Eccles, J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco, CA: Freeman.
16. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225. doi:10.1177/0146167295213003
17. Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847. doi:10.2307/1131221
18. Elliot, A. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press.
19. Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence. Developmental Psychology, 38, 519-533. doi:10.1037/0012-1649.38.4.519
20. Gonzales, R. (2008). Data analysis for experimental design. New York, NY: Guilford Press.
21. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553. doi:10.1037/0022-3514.85.3.541
22. Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21. doi:10.1207/s15326985ep3301_1
23. Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of Achievement Goal Theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645. doi: 10.1037/0022-0663.94.3.638
24. Hulleman, C. S., Durik, A. M., Schweigert, S. B., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398-416. doi: 10.1037/0022-0663.100.2.398
25. Jacobs, J. E., Hyatt, S., Eccles, J. S., Osgood, D. W., & Wigfield, A. (2002). The ontogeny of children's self beliefs: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
26. Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary Educational Psychology, 24, 330-358. doi: 10.1006/ceps.1999.0993
27. Kaplan, A., & Middleton, M. J. (2002). Should childhood be a journey or a race? Response to Harackiewicz et al. (2002). Journal of Educational Psychology, 94, 646-648. doi:10.1037/0022-0663.94.3.646
28. Levy-Tossman, I., Kaplan, A., & Assor, A. (2007). Academic goal orientations, multiple goal profiles, and friendship intimacy among early adolescents. Contemporary Educational Psychology, 32, 231-252. doi: 10.1016/j.cedpsych.2006.06.001
29. Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512. doi:10.1016/j.cedpsych .2007.08.001
30. Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement Goal Theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78. doi:10.1207/S15326985EP3702_2
31. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590. doi: 10.1037/0022-0663.85.4.582
32. Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. doi:10.1037/0022-0663.89.4.710
33. Midgley, C., Kaplan, A., & Middleton, M. J. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86. doi:10.1037/0022-0663.93.1.77
34. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E. M., Anderman, L., Freeman, K. E., . . . Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
35. Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. Journal of Educational Psychology, 103, 238-256. doi:10.1037/a0021948
36. Nicholls, J. G. (1978). The development of concepts of ability and effort, perceptions of academic attainment and the understanding that difficult tasks require more ability. Child Development, 49, 800-814. doi: 10.2307/1128250
37. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346. doi:10.1037/0033-295X.91.3.328
38. Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
39. Pastor, D. A., Barron, K. E., Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students' achievement goal orientation. Contemporary Educational Psychology, 32, 8-47. doi:10.1016/j.ced-psych.2006.10.003
40. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597. doi:10.1037/0022-0663.98.3.583
41. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. doi:10.1037/a0013383
42. Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74(4), 525-556. doi:10.3102/00346543074004525
43. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement: Motivation-enhancing environments (Vol. 6, pp. 117-160). Greenwich, CT: JAI Press.
44. Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104. doi:10.1006/ceps.1999.1017
45. Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientations in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi:10.1037/0022-0663.92.3.544
46. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of early adolescents' academic and social-emotional development: A summary of research findings. Elementary School Journal, 100, 443-471. doi:10.1086/499650
47. Roeser, R. W., & Peck, S. C. (2003). Patterns and pathways of educational achievement across adolescence: A holistic-developmental perspective. New Directions for Child and Adolescent Development, 2003, 39-62. doi:10.1002/cd.81
48. Rose, H., & Betts, J. R. (2001). Math matters: The links between high school curriculum, college graduation, and earnings. San Francisco, CA: Public Policy Institute of California.
49. Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655-671. doi:10.1037/0022-0663.100.3.655
50. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83. doi: 10.1037/0012-1649.42.1.70
51. Sokal, R. R., & Sneath, P. H. (1963). Principles of numerical taxonomy. San Francisco, CA: Freeman.
52. Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771. doi:10.1037/0022-0663.90.4.758
53. Watson, D., & Clark, L. A. (1994). The PANAS-X: Manual for the Positive and Negative Affect Schedule-Expanded form. Iowa City, IA: University of Iowa.
54. Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78. doi:10.1007/BF02209024
55. Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310. doi:10.1016/0273-2297(92)90011-P
56. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. doi:10.1006/ceps.1999.1015
57. Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (6th ed., pp. 121-146). New York, NY: Wiley.
58. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Feedman-Doan, C., & Blumenfeld, P. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469. doi:10.1037/0022-0663.89.3.451