메뉴 건너뛰기




Volumn , Issue , 2013, Pages 495-506

Goal setting in the academic arena

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84920481002     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203082744     Document Type: Chapter
Times cited : (19)

References (53)
  • 2
    • 21644468689 scopus 로고
    • Classrooms: Goals, structures, and student motivation
    • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal ofEducational Psychology, 84, 261-271.
    • (1992) Journal Ofeducational Psychology , vol.84 , pp. 261-271
    • Ames, C.1
  • 3
    • 0043109442 scopus 로고    scopus 로고
    • The development of goal orientation
    • A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
    • Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 197-220).San Diego, CA: Academic Press.
    • (2002) Development of Achievement Motivation , pp. 197-220
    • Anderman, E.M.1    Austin, C.C.2    Johnson, D.M.3
  • 7
    • 0033643117 scopus 로고    scopus 로고
    • Goal theory, motivation, and school achievement: An integrative review
    • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
    • (2000) Annual Review of Psychology , vol.51 , pp. 171-200
    • Covington, M.V.1
  • 8
  • 9
    • 52749091634 scopus 로고    scopus 로고
    • Individual differences in achievement goals: A longitudinal study of cognitive, emotional, andachievement outcomes
    • Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, andachievement outcomes. Contemporary Educational Psychology, 33, 584-608.
    • (2008) Contemporary Educational Psychology , vol.33 , pp. 584-608
    • Daniels, L.M.1    Haynes, T.L.2    Stupnisky, R.H.3    Perry, R.P.4    Newall, N.5    Pekrun, R.6
  • 10
    • 77958599462 scopus 로고    scopus 로고
    • A mediation analysis of achievement motives, goals, learning strategies, and academic achievement
    • Diseth, A., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671-687.
    • (2010) British Journal of Educational Psychology , vol.80 , pp. 671-687
    • Diseth, A.1    Kobbeltvedt, T.2
  • 11
    • 68249162301 scopus 로고    scopus 로고
    • Faking the desire to learn: A clarification of the link between mastery goals and academic achievement
    • 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.
    • (2009) Psychological Science , vol.20 , pp. 939-943
    • Dompnier, B.1    Darnon, C.2    Butera, F.3
  • 12
    • 62349104975 scopus 로고    scopus 로고
    • A longitudinal study of achievement goals for college in general: Predicting cumulative gpa and diversity in course selection
    • Durik, A. M., Lovejoy, C. M., & Johnson, S. J. (2009). A longitudinal study of achievement goals for college in general: Predicting cumulative GPA and diversity in course selection. ContemporaryEducational Psychology, 34, 113-119.
    • (2009) ContemporaryEducational Psychology , vol.34 , pp. 113-119
    • Durik, A.M.1    Lovejoy, C.M.2    Johnson, S.J.3
  • 13
    • 0347453929 scopus 로고
    • Motivational processes affecting learning
    • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
    • (1986) American Psychologist , vol.41 , pp. 1040-1048
    • Dweck, C.S.1
  • 14
    • 58149372679 scopus 로고
    • A social-cognitive approach to motivation and personality
    • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
    • (1988) Psychological Review , vol.95 , pp. 256-273
    • Dweck, C.S.1    Leggett, E.L.2
  • 15
    • 0041029928 scopus 로고    scopus 로고
    • Approach and avoidance motivation and achievement goals
    • Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
    • (1999) Educational Psychologist , vol.34 , pp. 169-189
    • Elliot, A.J.1
  • 16
    • 0031540107 scopus 로고    scopus 로고
    • A hierarchical model of approach and avoidance achievement motivation
    • Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.
    • (1997) Journal of Personality and Social Psychology , vol.72 , pp. 218-232
    • Elliot, A.J.1    Church, M.2
  • 17
    • 0030539722 scopus 로고    scopus 로고
    • Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis
    • 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.
    • (1996) Journal of Personality and Social Psychology , vol.70 , pp. 461-475
    • Elliot, A.J.1    Harackiewicz, J.M.2
  • 19
    • 0033181349 scopus 로고    scopus 로고
    • Achievement goals, study strategies, and exam performance: A mediational analysis
    • Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 549-563
    • Elliot, A.J.1    Mc Gregor, H.A.2    Gable, S.3
  • 20
    • 50849134878 scopus 로고    scopus 로고
    • On the measurement of achievement goals: Critique, illustration, and application
    • Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 613-628
    • Elliot, A.J.1    Murayama, K.2
  • 21
    • 0035542075 scopus 로고    scopus 로고
    • Relationship of core self-evaluations to goal setting, motivation, and performance
    • Erez, A., & Judge, T. A. (2001). Relationship of core self-evaluations to goal setting, motivation, and performance. Journal of Applied Psychology, 86, 1270-1279.
    • (2001) Journal of Applied Psychology , vol.86 , pp. 1270-1279
    • Erez, A.1    Judge, T.A.2
  • 24
    • 0034195034 scopus 로고    scopus 로고
    • Short-term and long-term consequences of achievement goals: Predicting interest and performance overtime
    • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance overtime. Journal ofEducational Psychology, 92, 316-330.
    • (2000) Journal Ofeducational Psychology , vol.92 , pp. 316-330
    • Harackiewicz, J.M.1    Barron, K.E.2    Tauer, J.M.3    Carter, S.M.4    Elliot, A.J.5
  • 25
    • 40749086014 scopus 로고    scopus 로고
    • The role of achievement goals in the development of interest: Reciprocal relationsbetween achievement goals, interest and performance
    • Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relationsbetween achievement goals, interest and performance. Journal of Educational Psychology, 100,105-122.
    • (2008) Journal of Educational Psychology , vol.100 , pp. 105-122
    • Harackiewicz, J.M.1    Durik, A.M.2    Barron, K.E.3    Linnenbrink-Garcia, L.4    Tauer, J.M.5
  • 26
    • 0024074785 scopus 로고
    • Relation of life goals at age 70 to activity participation and health and psychological well-being among terman’s gifted men and women
    • Holahan, C. K. (1988). Relation of life goals at age 70 to activity participation and health and psychological well-being among Terman’s gifted men and women. Psychology and Aging, 3,286-291.
    • (1988) Psychology and Aging , vol.3 , pp. 286-291
    • Holahan, C.K.1
  • 27
    • 77953305381 scopus 로고    scopus 로고
    • A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
    • 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.
    • (2010) Psychological Bulletin , vol.136 , pp. 422-449
    • Hulleman, C.S.1    Schrager, S.M.2    Bodmann, S.M.3    Harackiewicz, J.M.4
  • 28
    • 50949109340 scopus 로고    scopus 로고
    • When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors
    • Linnenbrink-Garcia, L., Tyson, D. E., & Patall, E. A. (2008). When are achievement goal orientations beneficial for academic achievement? A closer look at main effects and moderating factors. International Review of Social Psychology, 21, 19-70.
    • (2008) International Review of Social Psychology , vol.21 , pp. 19-70
    • Linnenbrink-Garcia, L.1    Tyson, D.E.2    Patall, E.A.3
  • 29
    • 0039056835 scopus 로고
    • Grade goals as determinants of academic achievement
    • Locke, E. A., & Bryan, J. F. (1968). Grade goals as determinants of academic achievement. Journal of General Psychology, 79, 217-228.
    • (1968) Journal of General Psychology , vol.79 , pp. 217-228
    • Locke, E.A.1    Bryan, J.F.2
  • 30
    • 0005750043 scopus 로고    scopus 로고
    • Volitional choices in the goal achievement process
    • P. M. Gollwitzer&J. A. Bargh (Eds.), New York, NY: Guilford
    • Locke, E. A., & Kristof, A. L. (1996). Volitional choices in the goal achievement process. In P. M. Gollwitzer&J. A. Bargh (Eds.), ThePsychologyofaction:Linkingcognitionand motivationto behavior (pp. 365-384). New York, NY: Guilford.
    • (1996) Thepsychologyofaction:Linkingcognitionand motivationto Behavior , pp. 365-384
    • Locke, E.A.1    Kristof, A.L.2
  • 32
    • 84870885674 scopus 로고    scopus 로고
    • Building a practically useful theory of goal setting and task motivation: A 35-year odyssey
    • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717.
    • (2002) American Psychologist , vol.57 , pp. 705-717
    • Locke, E.A.1    Latham, G.P.2
  • 34
    • 34648813784 scopus 로고    scopus 로고
    • The 2x2 achievement goal framework: An overview of empirical research
    • A. Mittel (Ed.), New York: Nova Science
    • Moller, A. C., & Elliot, A. J. (2006). The 2x2 achievement goal framework: An overview of empirical research. In A. Mittel (Ed.), Focus on educational psychology (pp. 307-326).New York: Nova Science.
    • (2006) Focus on Educational Psychology , pp. 307-326
    • Moller, A.C.1    Elliot, A.J.2
  • 36
    • 58149372279 scopus 로고
    • Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance
    • Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
    • (1984) Psychological Review , vol.91 , pp. 328-346
    • Nicholls, J.G.1
  • 38
    • 0030352186 scopus 로고    scopus 로고
    • Self-efficacy beliefs in academic settings
    • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review ofEducational Research, 66, 543-578.
    • (1996) Review Ofeducational Research , vol.66 , pp. 543-578
    • Pajares, F.1
  • 40
    • 33746911574 scopus 로고    scopus 로고
    • Achievement goals and discrete achievement emotions: A theoretical model and prospective test
    • Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal ofEducational Psychology, 98, 583-597.
    • (2006) Journal Ofeducational Psychology , vol.98 , pp. 583-597
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 41
    • 60849089903 scopus 로고    scopus 로고
    • Achievement goals and achievement emotions: Testing of a model of their joint relations to academic performance
    • Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing of a model of their joint relations to academic performance. Journal of EducationalPsychology, 101, 115-135.
    • (2009) Journal of EducationalPsychology , vol.101 , pp. 115-135
    • Pekrun, R.1    Elliot, A.J.2    Maier, M.A.3
  • 43
    • 0001807899 scopus 로고    scopus 로고
    • An achievement goal theory perspective on issues in motivation terminology, theory, and research
    • Pintrich, P. R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 92-104
    • Pintrich, P.R.1
  • 44
    • 0000931132 scopus 로고    scopus 로고
    • The role of goal orientation in self-regulated learning
    • M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
    • Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation: Theory, research and applications(pp. 451-502). San Diego, CA: Academic Press.
    • (2000) Handbook Ofself-Regulation: Theory, Research and Applications , pp. 451-502
    • Pintrich, P.R.1
  • 46
    • 33845580602 scopus 로고    scopus 로고
    • Predicting academic achievement with cognitive ability
    • Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35, 83-92.
    • (2007) Intelligence , vol.35 , pp. 83-92
    • Rohde, T.E.1    Thompson, L.A.2
  • 47
    • 0035790590 scopus 로고    scopus 로고
    • Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences
    • Rozendaal, J. S., Minnaert, A., & Boekaerts, M. (2001). Motivation and self-regulated learning in secondary vocational education: Information-processing type and gender differences. Learningand Individual Differences, 13, 273-289.
    • (2001) Learningand Individual Differences , vol.13 , pp. 273-289
    • Rozendaal, J.S.1    Minnaert, A.2    Boekaerts, M.3
  • 49
    • 0002183061 scopus 로고    scopus 로고
    • Achievement goal theory: Past Results, future directions
    • P. R. Pintrich & M. L. Maehr (Eds.), Greenwich,CN: JAI
    • Urdan, T. (1997). Achievement goal theory: Past Results, future directions. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in Motivation and Achievement (Vol. 10, pp. 99-142). Greenwich,CN: JAI.
    • (1997) Advances in Motivation and Achievement , vol.10 , pp. 99-142
    • Urdan, T.1
  • 51
    • 0001088329 scopus 로고
    • The relation of self-efficacy and grade goals to academic performance
    • Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47, 1013-1024.
    • (1987) Educational and Psychological Measurement , vol.47 , pp. 1013-1024
    • Wood, R.E.1    Locke, E.A.2
  • 52
    • 21844510741 scopus 로고
    • Impact of self-regulatory influences on writing course attainment
    • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. AmericanEducationalResearch Journal, 31, 845-862.
    • (1994) Americaneducationalresearch Journal , vol.31 , pp. 845-862
    • Zimmerman, B.J.1    Bandura, A.2
  • 53
    • 12744272947 scopus 로고    scopus 로고
    • Motives, goals, and adaptive patterns ofperfor-mance in asian american and anglo american students
    • Zusho, A., Pintrich, P. R., &Cortina, K. S. (2005). Motives, goals, and adaptive patterns ofperfor-mance in Asian American and Anglo American students. Learning and Individual Differences, 15, 141-158.
    • (2005) Learning and Individual Differences , vol.15 , pp. 141-158
    • Zusho, A.1    Pintrich, P.R.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.