The affective experience of normative-performance and outcome goal pursuit: Physiological, observed, and self-report indicators

Learning and Individual Differences

Volumn 32, Issue , 2014, Pages 114-123

  Sideridis, Georgios D ^a   Kaplan, Avi ^b   Papadopoulos, Charalambos ^c   Anastasiadis, Vasilios ^c  

^a HARVARD MEDICAL SCHOOL   (United States)

^b TEMPLE UNIVERSITY   (United States)

^c UNIVERSITY OF CRETE   (Greece)

Author keywords

Affect; Goal theory; Normative standard; Performance goals

Indexed keywords

EID: 84899529440     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2014.03.006     Document Type: Article

References (48)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 1992, 84:261-271.
2. Brophy J. Goal theorists should move on from performance goals. Educational Psychologist 2005, 40:167-176.
3. Bryk A.S., Raudenbush S.W. Hierarchical linear models 1992, Sage, Newbury Park, CA.
4. Cohen J. A power primer. Psychological Bulletin 1992, 112:155-159.
5. Covington M.V. The motive for self-worth. Research on motivation in education 1984, Vol. 1. Academic Press, New York.
6. Covington M.V. Goal theory, motivation and school achievement: An integrative review. Annual Review of Psychology 1992, 51:171-200.
7. Covington M.V., Omelich C.L. Need achievement revisited: Verification of Atkinson's original 2×2 model. Stress and emotion 1991, Vol. 14. Hemisphere, New York, NY. C.D. Spielberger, I.G. Sarason, Z. Kulcsar, G.L. Van Heck (Eds.).
8. Den Uyl M., van Kuilenburg H. The face reader: On life facial expression recognition. Proc. Measuring Behavior 2005, 589-590.
9. Durant R.H., Baranowski T., Davis H., Rhodes T., Thompson W.O., Greaves K.A., et al. Reliability and variability of indicators of heart-rate monitoring in children. Medical Sciences in Sports and Exercise 1993, 25:389-395.
10. Dweck C.S., Leggett E.L. A social-cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273.
11. Eccles J.S., Wigfield A., Schiefele U. Motivation to succeed. Handbook of child psychology 1998, Vol. III:1017-1095. Wiley, New York. 5th ed. W. Damon, N. Eisenberg (Eds.).
12. Efron B. Bootstrap methods: Another look at the Jackknife. Annals of Statistics 1979, 7:1-26.
13. Efron B. The jackknife, bootstrap, and other resampling plans 1982, SIAM, Philadelphia.
14. Efron B. Bootstrap confidence intervals for a class of parametric problems. Biometrika 1985, 72:45-48.
15. Egloff B., Schmukle S.C., Burns L.R., Kohlmann C.W., Hock M. Facets of dynamic positive affect: Differentiating joy, interest, and activation in the positive and negative affect schedule (PANAS). Journal of Personality and Social Psychology 2003, 85(3):528-540.
16. Ekman P. Are there basic emotions?. Psychological Review 1992, 99:550-553.
17. Ekman P. Facial expressions of emotion: New findings, new questions. Psychological Science 1992, 3:34-38.
18. Ekman P. An argument for basic emotions. Cognition & Emotion 1992, 6:169-200.
19. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34:149-169.
20. Elliot A.J. A conceptual history of the achievement goal construct. Handbook of competence and motivation 2005, 52-72. Guilford, New York, NY. A.J. Elliot, C.S. Dweck (Eds.).
21. Elliot A.J., Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 1996, 70:461-475.
22. Elliot A.J., McGregor H.A. A 2×2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80:501-519.
23. Godsen R., Carroll T., Stone S. How well does the polar vantage XL heart rate monitor estimate actual heart rate?. Medical Sciences in Sports and Exercise 1991, 23:14.
24. Grant H., Dweck C. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology 2003, 85:541-553.
25. Kaplan A., Maehr M.L. The contribution and prospects of goal orientation theory. Educational Psychology Review 2007, 19:141-184.
26. Hulleman C.S., Schrager S.M., Bodmann S.M., Harackiewicz J.M. A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 2010, 136(3):422-449.
27. Linnenbrink E.A. The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement. Emotions in Education 2007, 107-124. Academic Press, Boston, MA. P. Schutz, R. Pekrun (Eds.).
28. Linnenbrink E.A., Pintrich P. Motivation as an enabler for academic success. School Psychology Review 2002, 31(3):313.
29. Madjar N., Kaplan A., Weinstock M. Clarifying mastery avoidance goals in high school: Distinguishing between intrapersonal and task based standards of competence. Contemporary Educational Psychology 2011, 36:268-279.
30. Maehr M.L. Meaning and motivation. Research on Motivation in Education 1984, Vol. 1. Student Motivation, Academic Press, New York. R. Ames, C. Ames (Eds.).
31. Middleton M., Midgley C. Avoiding the demonstration of lack of ability: An under explored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
32. Midgley C., Kaplan A., Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 2001, 93:77-86.
33. Nicholls J.G. The Competitive Ethos and Democratic Education 1989, Harvard University Press, Cambridge, MA.
34. Pekrun R., Elliot A.J., Maier M.A. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology 2006, 98:583-597.
35. Pekrun R., Elliot A.J., Maier M.A. Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology 2009, 101:115-135.
36. Rhee S., Bardos A., Skinner C., Johnson J. Relationships between the Tower of Hanoi, brief measures of cognitive ability and gender. Archives of Clinical Neuropsychology 1997, 12:393.
37. Pintrich P.R. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 2000, 92:544-555.
38. Rawsthorne L.J., Elliot A.J. Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review 1999, 3:326-344.
39. Robinson M.D., Barrett L.F. Belief and feeling in self-reports of emotion: Evidence for semantic infusion based on self-esteem. Self and Identity 2010, 9:87-111. 10.1080/15298860902728274.
40. Senko C., Hulleman C.S., Harackiewicz J.M. Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist 2011, 46:26-47.
41. Senko C., Miles K.M. Pursuing their own learning agenda: How mastery-oriented students jeopardize their class performance. Contemporary Educational Psychology 2008, 33:561-583.
42. Simon H.A. The functional equivalence of problem solving skills. Cognitive Psychology 1975, 7:268-288.
43. Spybrook J., et al. Optimal Design for Longitudinal and Multilevel Research: Documentation for the Optimal Design Software Version 3.0. 2011, Available from www.wtgrantfoundation.org.
44. Treiber F.A., Musante L., Hartdagan S., Davis H., Levy M., Strong W.B. Validation of a heart rate monitor with children in laboratory and field settings. Medical Sciences in Sports and Exercise 1989, 21:338-342.
45. Van Yperen N.W. Task interest and actual performance: The moderating effects of assigned and adopted purpose goals. Journal of Personality and Social Psychology 2003, 85:1006-1015.
46. Wajciechowski J.A., Gayle R.C., Andrews R.L., Dintiman G.B. The accuracy of radio telemetry heart rate monitoring during exercise. Clinical Kinesiology 1991, 45:9-12.
47. Watson, D., & Clark, L. A. (1991). The Panas-X manual for the positive and negative affect schedule-expanded form. Unpublished manuscript, University of Iowa.
48. Zook N., Davalos D., DeLosh E., Davis H. Working memory, inhibition, and fluid intelligence as predictors of performance on tower of Hanoi and London tasks. Brain & Cognition 2004, 56:286-292.