Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals

Educational Psychologist

Volumn 49, Issue 3, 2014, Pages 153-174

  Vansteenkiste, Maarten ^a   Lens, Willy ^b,c   Elliot, Andrew J ^d   Soenens, Bart ^a   Mouratidis, Athanasios ^e  

^a GHENT UNIVERSITY   (Belgium)

^b UNIVERSITY OF LEUVEN   (Belgium)

^c UNIVERSITY OF THE FREE STATE   (South Africa)

^d UNIVERSITY OF ROCHESTER   (United States)

^e HACETTEPE UNIVERSITY   (Turkey)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904364256     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2014.928598     Document Type: Article

References (116)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. doi:10.1037//0022-0663.84.3.261
2. 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
3. Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497. doi:10.1037/a0014236
4. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychology Review, 64, 359-372. doi:10.1037/h0043445
5. Atkinson, J. (1964). An introduction to motivation. New York, NY: VNR.
6. Atkinson, J. W., & Feather, N. T. (1966). A theory of achievement motivation. New York, NY: Wiley.
7. Bandura, A. (1999). Moral disengagement in the prepetration of inhumanities. Personality and Social Psychology Review, 3, 193-209.
8. 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.
9. Barron, K. E., & Harackiewicz, J. M. (2003). Revisiting the benefits of performance-approach goals in the college classroom: Exploring the role of goals in advanced college students. International Journal of Educational Research, 39, 357-374. doi:10.1016/j.ijer.2004.06.004
10. Benita, M., Roth, G., & Deci, E. L. (in press). Are mastery goals adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology.
11. Bjornebekk, G., Gjesme, T., & Ulriksen, R. (2011). Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions. Motivation and Emotion, 35, 351-367. doi:10.1007/s11031-011-9224-y
12. Bong, M., Woo, Y., & Shin, J. (2013). Do students distinguish between different types of performance goals? The Journal of Experimental Education, 81, 464-489.
13. Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40, 167-176. doi:10.1207/s15326985ep4003_3
14. Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York, NY: Cambridge University Press.
15. Chao, R. K. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111-1119. doi:10.1111/j.1467-8624.1994.tb00806.x
16. Chen, B., Vansteenkiste, M., Beyers, W., Soenens, B., & Van Petegem, S. (2013). Autonomy in family decision-making among Chinese adolescents: Disentangling the dual meaning of autonomy. Journal of Cross-cultural Psychology, 44, 1184-1209.
17. Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84, 97-110.
18. Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88-99. doi:10.1016/j.cedpsych.2009.11.001
19. Corker, K. S., Donnellan, M. B., & Bowles, R. P. (2013). The development of achievement goals throughout college: Modeling stability and change. Personality and Social Psychology Bulletin, 39, 1404-1417.
20. Crouzevialle, M., & Butera, F. (2013). Performance-approach goals deplete working memory and impair cognitive performance. Journal of Experimental Psychology-General, 142, 666-678.
21. Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum.
22. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
23. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965PLI1104_01
24. Dompnier, B., Darnon, C., & Butera, F. (2009). Faking the desire to learn: A clarification of the link between mastery goals and academic achievement. Psychological Science, 20, 939-943.
25. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. doi:10.1037/0003-066X.41.10.1040
26. Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67, 614-622.
27. 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
28. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153
29. Ehrlich, C. (2012). Be careful what you wish for but also why you wish for it-Goal-striving reasons and subjective well-being. The Journal of Positive Psychology, 7, 493-503.
30. Elliot, A. J. (1997). Integrating the "classic" and "contemporary" approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 143-179). Greenwich, CT: JAI.
31. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189. doi:10.1207/s15326985ep3403_3
32. Elliot, A. J. (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.
33. Elliot, A. J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. doi:10.1037//0022-3514.72.1.218
34. 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, 461-475. doi:10.1037/0022-3514.70.3.461
35. Elliot, A. J., & McGregor, J. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. doi:10.1016/j.psychsport.2005.08.012
36. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. doi:10.1037/0022-0663.100.3.613
37. Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632-648. doi:10.1037/a0023952
38. Elliot, A., & Sheldon, K. (1998). Not all goals are personal: Comparing autonomous and controlled reasons for goals as predictors of effort and attainment. Personality and Social Psychology Bulletin, 24, 546-557. doi:10.1177/0146167298245010
39. Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156. doi:10.1023/A:1009057102306
40. Enzle, M. E., & Anderson, S. C. (1993). Surveillant intentions and intrinsic motivation. Journal of Personality and Social Psychology, 64, 257-266. doi:10.1037//0022-3514.64.2.257
41. Freund, A. M., Hennecke, M., & Mustafić, M. (2012). On means and ends: Goal orientation and goal focus across adulthood. In R. Ryan (Ed.), Oxford handbook of motivation. (pp. 280-300). Oxford, England:Oxford University Press.
42. Freund, A. M., Hennecke, M., & Riediger, M. (2010). Age-related differences in outcome and process goal focus. European Journal of Developmental Psychology, 7, 198-222.
43. Fryer, J., & Elliot, A. J. (2007). Stability and change in achievement goals. Journal of Educational Psychology, 99, 700-714.
44. Gao, Z., Podlog, L. W., & Harrison, L. (2012). College students' goal orientations, situational motivation and effort/persistence in physical activity classes. Journal of Teaching in Physical Education, 31, 246-260.
45. Gaudreau, P. (2012). Goal self-concordance moderates the relationship between achievement goals and indicators of academic adjustment. Learning and Individual Differences, 22, 827-832.
46. Gernigon, C., d'Arripe-Longueville, F., Delignieres, D., & Ninot, G. (2004). A dynamical systems perspective on goal involvement states in sport. Journal of Sport & Exercise Psychology, 26, 572-596.
47. Gillet, N., Lafrenière, M-K. A. Vallerand, R. J., Huart, I., & Fouquereau, E. (2014). The effects of autonomous and controlled regulation of performance-approach goals on well-being: A process model. British Journal of Social Psychology, 53, 154-174.
48. Greguras, G. J., & Diefendorff, J. M. (2010). Why does proactive personality predict employee life satisfaction and work behaviors? A field investigation of the mediating role of the self-concordance model. Personnel Psychology, 63, 539-560.
49. Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135-161). New York, NY: Wiley.
50. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
51. 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
52. 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
53. Haslam, N. (2006). Dehumanization: An integrative review. Personality and Social Psychology Review, 10, 252-264. doi:10.1207/s15327957pspr1003_4
54. Higgins, E. T. (2005). Value from regulatory fit. Current Directions in Psychological Science, 14, 209-213.
55. Hodgins, H. S., & Knee, C. R. (2002). The integrating self and conscious experience. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 87-100). Rochester, NY: University of Rochester Press.
56. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449.
57. Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113-125. doi:10.1207/s15326985ep3402_4
58. Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661. doi:10.1037/a0014241
59. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
60. Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. In C. Midgley (Ed.), Goals, goal structures and patterns of adaptive learning (pp. 21-53). Mahwah, NJ: Erlbaum.
61. Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 80-87. doi:10.1177/0146167296223006
62. Ku, L., Dittmar, H., & Banerjee, R. (2012). Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from UK and Hong Kong, Journal of Educational Psychology, 104, 74-86. doi:10.1037/a0025489
63. Lansford, J. E., Chang, L., Dodge, K. A., Malone, P. S., Oburu, P., Palmérus, K., Quinn, N. (2005). Physical discipline and children's adjustment: Cultural normativeness as a moderator. Child Development, 76, 1234-1246. doi:10.1111/j.1467-8624.2005.00847.x
64. Martin, A. J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76, 803-825. doi:10.1348/000709905X55389
65. Matos, L., Lens, W., & Vansteenkiste, M. (2007). Achievement goals, learning strategies and language achievement among Peruvian high school students. Psychologica Belgica, 47, 51-70.
66. McClelland, D., Atkinson, J.W., Clark, R.A., & Lowell, E.L. (1953). The achievement motive. New York, NY: Appleton-Century-Crofts.
67. Michalak, J., Klappheck, M. A., & Kosfelder, J. (2004). Personal goals of psychotherapy patients: The intensity and the "why" of goal-motivated behavior and their implications for the therapeutic process. Psychotherapy Research, 14, 193-209. doi:10.1093/ptr/kph017
68. Michou, A., Mouratidis, A., Vansteenkiste, M., & Lens, W. (in press). Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology.
69. 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. doi:10.1037//0022-0663.93.1.77
70. Midgley, C., Kaplan, A., & Middleton, M., Maehr, M. L., Urdan, T., Anderman, L., Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131. doi:10.1006/ceps.1998.0965
71. Moller, A. C., Deci, E. L., & Ryan, R. M. (2006). Choice and ego-depletion: The moderating role of autonomy. Personality and Social Psychology Bulletin, 32, 1024-1036. doi:10.1177/0146167206288008
72. Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of Sport & Exercise Psychology, 32, 619-637.
73. Mouratidis, A., Vansteenkiste, M., Lens, W., Michou, A., & Soenens, B. (2013). Within-person configurations and temporal relations of personal and perceived parent-promoted aspirations to school correlates among adolescents. Journal of Educational Psychology, 105, 895-910.
74. Mouratidis, A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Variation in vitality and interest-enjoyment as a function of class-to-class need-supportive teaching and pupils' autonomous motivation. Journal of Educational Psychology, 103, 353-366.
75. Murayama, K., Elliot, A. J., & Friedman, R. (2012). Achievement goals and approach-avoidance motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 191-207). Oxford, England: Oxford University Press.
76. 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.91.3.32
77. Niemiec, C. P., Ryan, R. M., & Brown, K. W. (2008). The role of awareness and autonomy in quieting the ego: A self-determination theory perspective. In H. A. Wayment & J. J. Bauer (Eds.), Transcending self-interest: Psychological explorations of the quiet ego. Decade of behavior (pp. 107-115). Washington, DC: American Psychological Association.
78. Nussbaum, A., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34, 599-612.
79. Pintrich, P. R. (2000). 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
80. Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-175. 10.1080/00461520903028990
81. Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
82. Reeve, J., Jang, H., & Deci, E. L. (2010). Engaging students in learning activities: It is notautonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588-600. doi:10.1037/a0019682
83. Reeve, J., Nix, G., & Hamm D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392. doi:10.1037/0022-0663.95.2.375
84. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422. doi:10.1037/0022-0663.88.3.408
85. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. doi:10.1037//0022-3514.43.3.450
86. Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi:10.1006/ceps.1999.1020
87. Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. doi:10.1037//0003-066X.55.1.68
88. Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565. doi:10.1111/j.1467-6494.1997.tb00326.x
89. Sagiv, L., & Schwartz, S. H. (2000). Value priorities and subjective well-being: Direct relations and congruity effects. European Journal of Social Psychology, 30, 177-198. doi:10.1002/(SICI)1099-0992(200003/04)30:2<177::AID-EJSP982>3.0.CO;2-Z
90. Senko, C., & Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26-47. doi:10.1080/00461520.2011.538646
91. Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well- being: The self-concordance model. Journal of Personality and Social Psychology, 76, 482-497. doi:10.1037//0022-3514.76.3.482
92. Sheldon, K. M., Elliot, A. J., Ryan, R. M., Chirkov, V., Kim, Y., Wu, C., Sun, S. G. (2004). Self-concordance and subjective well-being in four cultures. Journal of Cross-cultural Psychology, 35, 209-223.
93. Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: 2 aspects of personality integration. Journal of Personality and Social Psychology, 68, 531-543. doi:10.1037//0022-3514.68.3.531
94. Sheldon, K. M., Ryan, R. M., Deci, E. L., & Kasser, T. (2004). The independent effects of goal contents and motives on well-being: It's both what you pursue and why you pursue it. Personality and Social Psychology Bulletin, 30, 475-486. doi:10.1177/0146167203261883
95. Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16, 121-139. doi:10.1023/B:EDPR.0000026609.94841.2f
96. Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81. doi:10.1037/0022-0663.89.1.71
97. Smith, A., Ntoumanis, N., Duda, J., & Vansteenkiste, M. (2011). Goal striving, coping, and well-being: A prospective investigation of the self-concordance model in sport. Journal of Sport & Exercise Psychology, 33, 124-145.
98. Soenens, B., Berzonsky, M. D., Dunkel, C. S., Papini, D. R., & Vansteenkiste, M. (2011). Are all identity commitments created equally? The importance of motives for commitment for late adolescents' personal adjustment. International Journal of Behavioral Development, 35, 358-369.
99. Soenens, B., & Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Developmental Review, 30, 74-99. doi:10.1016/j.dr.2009.11.001
100. Soenens, B., & Vansteenkiste, M. (2011). When is identity congruent with the self? A self-determination theory perspective. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 381-402). New York, NY: Springer.
101. Spray, C. M., Wang, C. K. J., Biddle, S. J. H., & Chatzisarantis, N. L. D. (2006). Understanding motivation in sport: An experimental test of achievement goal and self-determination theories. European Journal of Sport Sciences, 6, 43-51. doi:10.1080/17461390500422879
102. Standage, M., Duda, J., & Ntoumanis, N. (2003). Predicting motivational regulations in physical education: The interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sport Sciences, 21, 631-647.
103. Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.
104. Tanaka, A., & Yamauchi (2001). A model for achievement motives, goal orientations, intrinsic interest, and academic achievement. Psychological Reports, 88, 123-135. doi:10.2466/PR0.88.1.123-135
105. Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354-365. doi:10.1037/0022-0663.98.2.354
106. Vandewalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and Psychological Measurement, 57, 995-1015. doi:10.1177/0013164497057006009
107. 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, 1432-1445.
108. Van Yperen, N. W., Blaga, M., & Postmes, T. (in press). A meta-analysis of the impact of situationally induced achievement goals on task performance. Human Performance.
109. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal-contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31. doi:10.1207/s15326985ep4101_4
110. Vansteenkiste, M., Mouratidis, A., & Lens, W. (2010). Detaching reasons from aims: Fair play and well-being in soccer as a function of pursuing performance-approach goals for autonomous or controlling reason. Journal of Sport & Exercise Psychology, 32, 217-242.
111. Vansteenkiste, M., Mouratidis, A., Van Riet, T., & Lens, W. (2014). Examining correlates of game-to-game variation in volleyball players' achievement goal pursuit and underlying autonomous and controlling reasons. Journal of Sport & Exercise Psychology, 36, 131-145.
112. Vansteenkiste, M., Niemiec, C., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. Urdan & S. Karabenick (Eds.), Advances in motivation and achievement, Vol. 16: The decade ahead (pp. 105-166). Derby, England: Emerald.
113. Vansteenkiste, M., Sierens, E., Soenens, B., Goossens, L., Dochy, F., Aelterman, N., Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439.
114. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 76, 483-501. doi:10.1111/j.1467-8624.2005.00858.
115. Vansteenkiste, M., Smeets, S., Lens, W., Soenens, B., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34, 333-353. doi:10.1007/s11031-010-9188-3.
116. Zusho, A., Pintrich, P. R., & Cortina, K. S. (2005). Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students. Learning and Individual Differences, 15, 141-158. doi:10.1016/j.lindif.2004.11.003